导师指导与临床医学硕士专业学位研究生个人能力关系研究:学习投入和学习倦怠的作用  

Study on the relationship between supervisors'guidance and the personal ability of postgraduates in the Professional Master's Program in Clinical Medicine:role of learning engagement and learning burnout

作　　者：朱泉熔 刘梦荃 贾金忠 朱睿[4] 严琪 温明月 林皇涛 石培瑶 王志锋 Zhu Quanrong;Liu Mengquan;Jia Jinzhong;Zhu Rui;Yan Qi;Wen Mingyue;Lin Huangtao;Shi Peiyao;Wang Zhifeng(Department of Health Policy and Management,School of Public Health,Peking University,Beijing 100191,China;Branch Society Secretariat Office,Graduate School of Peking University Health Science Center,Beijing 100191,China;Peking University Medical Degree and Graduate Education Research Center,Beijing 100191,China;Department of Preventive Medicine,School of Medicine,Shihezi University,Shihezi 832003,China;Center for Health Policy and Technology Assessment,Peking University Health Science Center,Beijing 100191,China)

机构地区：[1]北京大学公共卫生学院卫生政策与管理学系,北京100191 [2]北京大学研究生院医学部分院学会秘书处办公室,北京100191 [3]北京大学医学学位与研究生教育研究中心,北京100191 [4]石河子大学医学院预防医学系,石河子832003 [5]北京大学医学部卫生政策与技术评估中心,北京100191

出　　处：《中华医学教育探索杂志》2024年第9期1161-1168,共8页Chinese Journal of Medical Education Research

基　　金：中国研究生院院长联席会2022年研究生教育课题立项资助项目(ACGS04-2022008)。

摘　　要：目的分析导师指导与临床医学硕士专业学位研究生个人能力的关系,探索学习投入及学习倦怠在其间的作用。方法2020年,调查61所院校的4016名临床医学硕士专业学位研究生,采用Harman单因素法进行共同方法偏差检验,通过熵权法分析得到测评维度的综合得分,利用线性回归分析因果关系和中介作用,采用Bootstrap检验中介效应。结果临床医学硕士专业学位研究生在导师指导、学习倦怠、学习投入和个人能力上的平均得分依次为(4.13±0.87)分、(2.49±1.11)分、(3.88±0.83)分和(3.71±0.78)分。导师指导显著正向影响学习投入(β=0.689,P<0.001)和个人能力(β=0.504,P<0.001)。学习投入在导师指导与个人能力间发挥部分中介作用(中介效应占比89.30%)。学习倦怠(交互项β=0.078,P<0.001)正向调节导师指导与学习投入关系。结论学习投入能够中介导师指导对临床医学硕士专业学位研究生个人能力的作用路径,学习倦怠正向调节导师指导对学习投入的作用,可通过加强导师指导,关注学生学习倦怠情况,增强学习投入等方式,进一步提升临床医学硕士专业学位研究生个人能力。Objective To analyze the role of learning engagement and learning burnout in the relationship between supervisors'guidance and the personal ability of postgraduates in the Professional Master's Program in Clinical Medicine.Methods A total of 4016 postgraduates in the Professional Master's Program in Clinical Medicine from 61 colleges were surveyed in 2020.Common method bias was assessed using the Harman's single factor test and total score was determined by the entropy weight method.Causality and mediation effect were analyzed by linear regression,and mediation effect was tested by Bootstrapping.Results The average scores of supervisors'guidance,learning burnout,learning engagement and personal ability were(4.13±0.87),(2.49±1.11),(3.88±0.83),and(3.71±0.78),respectively.Supervisors'guidance significantly and positively impacted learning engagement(β=0.689,P<0.001)and personal ability(β=0.504,P<0.001).Learning engagement played a partial mediating role(89.30%of mediation effect)between supervisors'guidance and personal ability.Learning burnout(interaction termβ=0.078,P<0.001)positively regulated the relationship between supervisors'guidance and learning engagement.Conclusions Learning engagement can mediate the effect of supervisors'guidance on the personal ability of postgraduates in the Professional Master's Program in Clinical Medicine,and learning burnout positively regulates the effect of supervisors'guidance on learning engagement.Strengthened supervisors'guidance,increased attention to students'learning burnout,and enhanced learning engagement can further improve the personal abilities of postgraduates in the Professional Master's Program in Clinical Medicine.

关 键 词：临床医学硕士专业学位研究生 导师指导 学习倦怠 学习投入 个人能力 

分 类 号：R-05[医药卫生]