临床医学博士后Kolb学习风格调查分析  

Learning styles of clinical postdoctoral fellows:a survey based on Kolb learning style inventory

作　　者：王孜[1] 庄俊玲[1] 李航[2] 曲璇[3] 陈苗[1] Wang Zi;Zhuang Junling;Li Hang;Qu Xuan;Chen Miao(Department of Hematology,Peking Union Medical College Hospital,Peking Union Medical College&Chinese Academy of Medical Sciences,Beijing 100730,China;Department of Nephrology,Peking Union Medical College Hospital,Peking Union Medical College&Chinese Academy of Medical Sciences,Beijing 100730,China;Department of Geriatrics,Peking Union Medical College Hospital,Peking Union Medical College&Chinese Academy of Medical Sciences,Beijing 100730,China)

机构地区：[1]北京协和医院血液科,北京100730 [2]北京协和医院肾内科,北京100730 [3]北京协和医院老年医学科,北京100730

出　　处：《中国医疗管理科学》2024年第3期101-106,共6页Chinese Journal Of Medical Management Sciences

基　　金：北京协和医学院青年教师培养项目(2015zlgc0708)。

摘　　要：目的通过评价临床医学博士后的学习风格特征,提升学习者对自我学习风格的认知,提高学习灵活性,以指导教学实践。方法选取50名参与内科规范化培训的临床医学博士后,采用Kolb学习风格量表4.0版开展问卷调查,分析临床医学博士后学习风格特点,比较不同特征被调查者学习风格的分布情况、学习环节得分差异及学习弹性差异。结果临床医学博士后学习风格分布:思考型占20.0%,分析型占20.0%,平衡型占16.0%,经验型占14.0%,回顾型占10%,行动型占8.0%,决定型占8.0%,想象型占4.0%,无被调查者归属创始型。在女性博士后中,平衡型最多,其次是思考型、分析型和经验型,男性博士后则以思考型、分析型为主,平衡型显著少于女性博士后。8年制项目毕业博士后以思考型、分析型为主。在未来专业方向为内科的博士后中,思考型占比最多,其次为分析型和经验型,未来专业非内科的博士后以平衡型和分析型为主。毕业后第1年的被调查者具体经验(CE)得分显著低于其他毕业后年限组(P<0.05),其他学习环节得分及学习弹性在各类型分组中的差异均无统计学意义。结论临床医学博士后的学习风格以思考型和分析型为主,擅长抽象概念与反思观察。可以根据博士后学习风格来调整教学模式,以期提高教学质量。Objective To raise the awareness of the clinical postdoctoral fellows in self-directed learning styles and learning flexibility so as to guide the teaching and learning practice.Methods A total of 50 clinical postdoctoral fellows receiving standardized internal medicine training were selected to undergo a questionnaire-based survey using the Kolb Learning Style Inventory 4.0.The learning styles were analyzed,and the distribution of learning styles,differences in learning phase scores,and differences in learning flexibility among respondents with different characteristics were compared.Results The distribution of learning styles among the clinical postdoctoral fellows was as follows:thinking(20.0%),analyzing(20.0%),balancing(16.0%),experiencing(14.0%),reflecting(10%),acting(8.0%),deciding(8.0%),imagining(4.0%),and initiating(0%).Among female postdoctoral fellows,balancing was the most prevalent style,followed by thinking,analyzing,and experiencing.In contrast,the styles of male postdoctoral fellows were predominantly thinking and analyzing,with significantly fewer balancing style.The styles of postdoctoral fellows who graduated from the 8-year programs were mainly thinking and analyzing.Among postdoctoral fellows with a future specialty in internal medicine,thinking was the most common style,followed by analyzing and experiencing,while the styles of fellows in the non-internal medicine specialties were mainly balancing and analyzing.Respondents in their first year after graduation had significantly lower scores in Concrete Experience(CE)compared to other groups with more years after graduation(P<0.05),although there were no significant differences in other learning phase scores and learning flexibility among the different style groups.Conclusion The learning styles of clinical postdoctoral fellows are predominantly thinking and analyzing,indicating that these fellows are good at abstract conceptualization and reflective observation.The teaching modes may be tailored to align with postdoctoral fellows’learning st

关 键 词：临床医学博士后 Kolb学习风格量表 Kolb学习周期 医学教学质量 

分 类 号：R-05[医药卫生] G642.4[文化科学—高等教育学]