八年制临床医学专业学生自主学习与自我管理能力的研究  

Investigation of clinical students’ independent learning and cultivation of self-management ability

作　　者：陈晓雯[1] 史楠[1] 王颖[2] 李海潮[3] Chen Xiaowen;Shi Nan;Wang Ying;Li Haichao(Department of Medical Education, Peking University First Hospital, Beijing 100034, China;Department of Hematology, Peking University First Hospital, Beijing 100034, China;Department of Respiratory and Critical Medicine, Peking University First Hospital, Belting 100034, China)

机构地区：[1]北京大学第一医院教育处,100034 [2]北京大学第一医院血液内科,100034 [3]北京大学第一医院呼吸和危重症医学科,100034

出　　处：《中华医学教育杂志》2018年第3期415-419,共5页Chinese Journal of Medical Education

基　　金：2017年度北京大学学生工作系统课题（BDSZ2017032008）

摘　　要：目的了解八年制临床医学专业学生自主学习情况，找出医学生培养过程中存在的问题，探索教育教学方法，增强学生自我管理能力。方法选择北京大学2010级～2014级八年制临床医学专业141名学生为研究对象，采用自制问卷对学生学习总体情况、自我学习管理情况、教学方式、形成性评价4个方面进行调查，并进行个案访谈。调查结果采用秩和检验进行数据分析。结果78.7%（111/141）的学生对专业有兴趣；二级学科的学生感到更疲惫（Z＝－4.450，P〈0.001）；39.0%（55/141）学生认为自我学习能力较好；二级学科学生在提前入科/进教室（Z＝－5.296，P〈0.001）、晚离科/课后提问（Z＝－6.024，P〈0.001）、提前预习/准备第二天工作（Z＝－4.975, P〈0.001）、去自习室学习（Z＝－2.895，P＝0.004）、问病史或查体（Z＝－4.48，P〈0.001）、寻求临床教师帮助（Z＝－2.98，P＝0.003）、寻求高年级同学帮助（Z＝－3.172，P＝0.002）、自学时间学习（Z＝－3.266，P＝0.001）方面都较临床阶段本科生主动。63.1%（89/141）的学生认为形成性评价对自我管理能力的提高有帮助，本科生觉得更有帮助（Z＝－3.286，P＝0.001）。结论通过引导学生（特别是本科生），参与临床教学活动，创新教学方法，不断完善形成性评价，增强临床学生自我管理能力，充分调动学习积极性。ObjectiveTo understand the independent learning situation of clinical students, find out the problems existing in the training process of medical students, explore education and teaching methods, and enhance students’ self-management ability.MethodsQuestionnaire which was self-designed were utilized to collect data from 141 clinical students in Peking University First Hospital, contains the general situation of learning, self-management, teaching methods and formative evaluation, cooperated with some individual interviews.Data were analyzed by rank sum test.Results78.7%（111/141） of the students were interested in medicine. Students of secondary clinical disciplines were more tired （Z=-4.450, P〈0.001）; 39.0%（55/141） of the students thought their self-management were good; Students of secondary clinical disciplines were more active than the clinical undergraduates in arriving early（Z=-5.296, P〈0.001）, leaving late （Z=-6.024, P〈0.001）, advance preparation （Z=-4.975, P〈0.001）, to study room （Z=-2.895, P=0.004）, asking history or checking body （Z=-4.48, P〈0.001）, asking teachers for help （Z=-2.98, P=0.003） , asking senior classmate for help （Z=-3.172, P=0.002） and learning by self-study time （Z=-3.266, P=0.001）. 63.1%（89/141） of the students thought that formative evaluation was helpful for improving self-management, especially the undergraduates（Z=-3.286, P=0.001）.ConclusionsIt can enhance the clinical students’ self-management ability and learning enthusiasm by guiding them to participate in clinical teaching activities, innovating teaching methods and keep improving formative evaluation, especially the undergraduates.

关 键 词：八年制 医学生 自主学习 自我管理 探讨 

分 类 号：R-4[医药卫生]