医学生学习投入、专业认同与学生评教的关系研究  

The study on the relationship between medical students'learning engagement,specialty identity and student evaluation of teaching

作　　者：林国斌[1] 廖美玲[1] 林丽华[1] 任梦琪 王笛 Lin Guobin;Liao Meiling;Lin Lihua;Ren Mengqi;Wang Di(The School of Health,Fujian Medical University,Fuzhou 350122,Fujian,China)

机构地区：[1]福建医科大学健康学院,福建福州350122

出　　处：《中国高等医学教育》2023年第5期32-34,共3页China Higher Medical Education

基　　金：福建省教育厅本科高校教育教学改革研究项目“高等医学院校教师课堂教学评价模式研究”(FBJG20180222);福建医科大学教育教学改革研究项目(J18006)。

摘　　要：目的:探讨医学生学习投入、专业认同与学生评教的关系,为优化教学质量评估体系提供参考依据。方法:采用随机整群抽样法,使用医学生评教问卷、大学生学习投入问卷、大学生专业认同问卷对某医科大学学生进行调查,通过SPSS 21.0分析数据。结果:不同年级、不同志愿的医学生评教差异显著;学习投入、专业认同与学生评教显著相关;学习投入正向影响学生评教(β=0.34,P<0.001);专业认同在学习投入与学生评教间起完全中介作用,中介效应占比79.41%。结论:学习投入通过专业认同的完全中介过程影响学生评教,是高校教学改革的重要依据。Objective:To explore the relationship between medical students'learning engagement,specialty identity and student evaluation of teaching,and to provide reference for optimizing the teaching quality evaluation system.Method:The random cluster sampling method was used to investigate six classes of a medical university by using medical student evaluation questionnaire,college student learning engagement questionnaire and college student specialty identity questionnaire.The data were analyzed by SPSS 21.0.Result:There were significant differences in student evaluation of teaching among medical students of different grades and different forms of voluntary application.There is a significant correlation between learning engagement,specialty identity and student evaluation of teaching.Learning engagement positively affected student evaluation of teaching(β=0.34,P<0.001).Specialty identity plays a completely mediating role in the relationship between learning engagement and student evaluation of teaching,with the mediating effect accounting for 79.41%.Conclusion:Learning engagement influences student evaluation of teaching through the complete mediation process of specialty identity,learning engagement is an important basis for teaching reform in universities.

关 键 词：医学生 学生评教 学习投入 专业认同 自我决定理论 

分 类 号：G642.0[文化科学—高等教育学]