人工智能工具使用对医学生自主学习能力的影响:一般自我效能感和批判性思维能力的链式中介作用  

Effect of artificial intelligence tool use on medical students'autonomous learning ability:the chain mediating role of general self-efficacy and critical thinking ability

作　　者：申正付 杨秀木 陈卫东 熊韵波 陈辉 姚扬 段小翠 SHEN Zhengfu;YANG Xiumu;CHEN Weidong;XIONG Yunbo;CHEN Hui;YAO Yang;DUAN Xiaocui(General Medical Education Development Research Centre,Bengbu Medical University,Bengbu Anhui 233030,China;School of Marxism,Bengbu Medical University,Bengbu Anhui 233030,China;School of Nursing,Bengbu Medical University,Bengbu Anhui 233030,China;Institute of Clinical,Bengbu Medical University,Bengbu Anhui 233030,China;Department of General Practice,Bengbu Medical University,Bengbu Anhui 233030,China)

机构地区：[1]蚌埠医科大学全科医学教育发展研究中心,安徽蚌埠233030 [2]蚌埠医科大学马克思主义学院,安徽蚌埠233030 [3]蚌埠医科大学护理学院,安徽蚌埠233030 [4]蚌埠医科大学临床医学院,安徽蚌埠233030 [5]蚌埠医科大学全科医学系,安徽蚌埠233030

出　　处：《蚌埠医科大学学报》2025年第1期52-56,62,共6页Journal of Bengbu Medical University

基　　金：安徽省哲学社会科学研究规划项目(AHSKY2023D048);安徽省教育厅哲学社会科学重大项目(2024AH040341);中华医学会医学教育分会和全国医学教育发展中心医学教育研究立项课题(2023B014);安徽省教育厅质量工程项目(2022msgzs034,2023zyxwjxalk139,2023kcszsf146,2023jyxm0635);蚌埠医科大学国家社科基金孵育项目(2023byfy142sk,2023byzd166sk);蚌埠医科大学自然科学研究重点项目(2023byzd047)。

摘　　要：目的:探究人工智能(AI)工具辅助学习对医学生自主学习能力的影响,一般自我效能感和批判性思维能力的链式中介作用。方法:采用一般资料调查表、自我效能感量表、批判性思维能力量表和自主学习能力量表对安徽省4所医学院校的大一至大三的3010名本科生进行调查。结果:本次调查的3010名医学生中,从没使用过AI工具辅助学习的医学生753人,占比25.02%;使用过AI工具辅助学习的医学生2257人,占比74.98%;与未使用过AI辅助学习的学生相比,使用过AI辅助的学生的一般自我效能感、批判性思维和自主学习能力的得分均更高(P<0.01)。相关分析表明,研究变量AI工具辅助学习、一般自我效能感、批判性思维能力及其各维度、自主学习能力及其各维度得分之间均呈明显正相关关系(P<0.01);AI工具辅助学习不仅能直接影响医学生自主学习能力,还可以通过三条路径间接影响自主学习能力:一是自我效能感的单独中介作用,二是批判性思维能力的单独中介作用,三是自我效能感→批判性思维能力的链式中介作用。中介效应占总效应值的38.73%。结构方程模型的拟合指数为χ^(2)=159.111,χ^(2)/df=2.713,RMSEA=0.044,GFI=0.978,AGFI=0.961,CFI=0.981,NFI=0.968,IFI=0.973,模型拟合良好。结论:AI工具辅助医学生学习,可以正向提升医学生的一般自我效能感、批判性思维能力和自主学习能力,有助于培养目标的达成。Objective:To explore the influence of artificial intelligence(AI)tool-assisted learning on medical students'autonomous learning ability,and the chain mediating role of general self-efficacy and critical thinking ability.Methods:General data questionnaire,self-efficacy scale,critical thinking ability scale and self-learning ability scale were used to investigate 3010 freshmen,sophomores and juniors in 4 medical colleges in Anhui province.Results:Among the 3010 medical students in this survey,753 medical students(accounting for 25.02%)had never used AI tools to assist learning,2257 medical students(accounting for 74.98%)had used AI tools to assist learning.Compared with students who had not used AI-assisted learning,students who had used AI-assisted learning had higher scores on general self-efficacy,critical thinking and autonomous learning ability(P<0.01).Correlation analysis showed that the research variables AI tool-assisted learning,general self-efficacy,critical thinking ability and its dimensions,autonomous learning ability and its dimensions were significantly positively correlated(P<0.01).AI tool-assisted learning could not only directly affect the autonomous learning ability of medical students,but also indirectly affect the autonomous learning ability through three paths:first,the independent mediating effect of self-efficacy,second,the independent mediating effect of critical thinking ability,and third,the chain mediating effect of self-efficacy→critical thinking ability.The mediating effect 2 accounted for 38.73%of the total effect value.The fitting index of the structural equation model was as follows:χ^(2)=159.111,χ^(2)/df=2.713,RMSEA=0.044,GFI=0.978,AGFI=0.961,CFI=0.981,NFI=0.968,IFI=0.973,indicating good fit of the model.Conclusions:AI tool-assisted learning in medical students can positively improve medical students'general self-efficacy,critical thinking ability and autonomous learning ability,and contribute to the achievement of training goals.

关 键 词：高等医学教育 生成式人工智能 自我效能感 批判性思维 自主学习 

分 类 号：R192[医药卫生—卫生事业管理]