Difference analysis of self-regulated learning among medical students in Guangzhou universities

Ding Zhaofei; Li Li; Kang Wanxing; Liao Hui; Zhou Xiaoying

doi:10.3760/cma.j.cn116021-20210407-01546

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Difference analysis of self-regulated learning among medical students in Guangzhou universities

Investigation Research | 更新时间：2023-12-26

- Difference analysis of self-regulated learning among medical students in Guangzhou universities
- Chinese Journal of Medical Education Research Vol. 22, Issue 12, Pages: 1911-1914(2023)
- 作者机构：
  
  1.深圳市第二人民医院学科建设办公室，深圳　518000
  2.南方医科大学教学发展中心，广州　510515
  3.东莞市厚街医院医务科，东莞　523900
  4.南方医科大学卫生管理学院，广州　510515
- 作者简介：
  
  Li Li, Email: lilybox@smu.edu.cn
- 基金信息：
  
  2017 Provincial Key Platform and Major Scientific Research Project of Universities in Guangdong Province(2017GXJK015);Teaching Reform and Research Project of International Education in Southern Medical University(2017GJG019);Innovation Training Program for College Students of Southern Medical University(201912121366)
- DOI：10.3760/cma.j.cn116021-20210407-01546
  CLC： R-05
- Published：20 December 2023，
  
  Received：07 April 2021，
扫描看全文
丁朝飞, 黎莉, 康婉星, 等. 广州地区高校医学生自主学习差异性研究[J]. 中华医学教育探索杂志, 2023, 22(12): 1911-1914.

Ding Zhaofei, Li Li, Kang Wanxing, et al. Difference analysis of self-regulated learning among medical students in Guangzhou universities. [J]. Chinese Journal of Medical Education Research 22(12):1911-1914(2023)
丁朝飞, 黎莉, 康婉星, 等. 广州地区高校医学生自主学习差异性研究[J]. 中华医学教育探索杂志, 2023, 22(12): 1911-1914. DOI： 10.3760/cma.j.cn116021-20210407-01546.

Ding Zhaofei, Li Li, Kang Wanxing, et al. Difference analysis of self-regulated learning among medical students in Guangzhou universities. [J]. Chinese Journal of Medical Education Research 22(12):1911-1914(2023) DOI： 10.3760/cma.j.cn116021-20210407-01546.

摘要

目的

了解广州地区医学生自主学习情况，分析影响广州地区医学生自主学习的要素，探讨提高医学生自主学习能力的策略。

方法

采用自编的《医学生自主学习问卷》对广州市6所高等院校的2 480名医学生进行分层抽样调查。采用SPSS 22.0统计软件对资料进行统计学分析。

结果

医学生专业与自主学习频率（

=21.33，

0.001）、性别与自主学习有效性（

=4.86，

=0.027）、学年制与自主学习必要性认知（

=4.65，

=0.031）、家庭指导与自主学习方法选择能力适宜性的差异有统计学意义（

=32.43，

0.001）。

结论

学校、个人和家庭共同影响医学生的自主学习，三方应该相互协作，提高医学生自主学习能力，培育具备终身学习能力的高素质医学人才。

Abstract

Objective

To investigate the current situation of medical students' autonomous learning in Guangzhou universities

analyze the main factors that affect medical students' self-regulated learning

and explore the strategy for improving the ability of medical students' self-regulated learning.

Methods

A stratified sampling survey was conducted among 2 480 medical students from 6 universities in Guangzhou using the self-designed "Questionnaire on Medical Students' Autonomous Learning". SPSS 22.0 was used for statistical analysis of the collected data.

Results

There were statistically significant differences in the frequency of self-regulated and professional learning (

=21.33

0.001)

the self-regulated learning effectiveness and gender differences (

=4.86

=0.027)

the scholastic year system and self-regulated learning necessity cognition (

=4.65

=0.031)

and the family guidance and the suitability of self-learning method selection ability (

=32.43

0.001).

Conclusions

The schools

individuals and families jointly influence the self-regulated learning of medical students. The three parties should cooperate with each other to improve the self-regulated learning ability of medical students and cultivate high-quality medical talents with life-long learning ability.

关键词

医学生自主学习广州地区差异性《医学生自主学习问卷》

Keywords

Medical studentsSelf-regulated learningGuangzhouDifferenceQuestionnaire on Medical Students' Autonomous Learning

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