八年制医学生临床环境下自我调节学习的研究

柴晶晶; 朱华栋; 刘继海; 于学忠

doi:10.3760/cma.j.cn116021-20201211-01328

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八年制医学生临床环境下自我调节学习的研究

调查研究 | 更新时间：2023-07-15

- 八年制医学生临床环境下自我调节学习的研究
- Research on self-regulated learning in the clinical environment of 8-year medical students
- 中华医学教育探索杂志 2023年22卷第6期页码：936-941
- 作者机构：
  
  中国医学科学院北京协和医学院北京协和医院急诊科，疑难重症及罕见病国家重点实验室，北京　100730
- 作者简介：
  
  朱华栋，Email：zhuhuadong1970@126.com
- 基金信息：
  
  北京协和医学院学科建设项目(201920200105);北京协和医学院教育改革项目(2017zl;gc0108)
- DOI：10.3760/cma.j.cn116021-20201211-01328
  中图分类号： R-05
- 纸质出版日期：2023-06-20，
  
  收稿日期：2020-12-11，
扫描看全文
柴晶晶, 朱华栋, 刘继海, 等. 八年制医学生临床环境下自我调节学习的研究[J]. 中华医学教育探索杂志, 2023, 22(6): 936-941.

Chai Jingjing, Zhu Huadong, Liu Jihai, et al. Research on self-regulated learning in the clinical environment of 8-year medical students[J]. Chinese Journal of Medical Education Research, 2023,22(6):936-941.
柴晶晶, 朱华栋, 刘继海, 等. 八年制医学生临床环境下自我调节学习的研究[J]. 中华医学教育探索杂志, 2023, 22(6): 936-941. DOI： 10.3760/cma.j.cn116021-20201211-01328.

Chai Jingjing, Zhu Huadong, Liu Jihai, et al. Research on self-regulated learning in the clinical environment of 8-year medical students[J]. Chinese Journal of Medical Education Research, 2023,22(6):936-941. DOI： 10.3760/cma.j.cn116021-20201211-01328.

摘要

目的

探讨医学生从传统医学课程阶段过渡到临床环境下急诊临床实践阶段的自我调节学习的改变，为优化课程体系及探索新的教育教学方法提供方向。

方法

通过问卷调查及深入访谈的方法，应用自我调节学习量表，采用Likert量表的6级进行计分。评估共118名医学生，包括北京协和医学院临床医学专业八年制本科生在传统医学课程阶段、急诊临床实践阶段及临床医学专业“4+4”改革试点班急诊临床实践阶段，自我调节学习的情况及相关影响因素。采用SPSS 23.0进行单因素方差分析。

结果

北京协和医学院八年制医学生，男48人（占40.7%），女70人（占59.3%）。对八年制传统医学课程阶段、八年制急诊临床实践阶段及“4+4”试点班急诊临床实践阶段3组进行分析。结果显示，八年制急诊临床实践阶段较八年制传统医学课程阶段自我调节学习总分下降[（326.2±31.9） vs. （347.7±40.2）]。对自我调节学习各分量表分别进行分析，在学习动机分量表中，外在目标设定方面，八年制急诊临床实践阶段低于八年制传统医学课程阶段[（8.9±2.3） vs. （10.0±2.9）]，“4+4”试点班急诊临床实践阶段高于八年制急诊临床实践阶段[（11.0±3.5） vs. （8.9±2.3）]；在学习策略分量表中，3组差异无统计学意义；在资源管理分量表中，八年制急诊临床实践阶段较八年制传统医学课程阶段在时间和学习环境[（6.5±1.1） vs. （7.5±1.9）]、学习管理[（37.7±4.0） vs. （40.3±3.0）]及学习求助[（32.7±5.3） vs. （37.5±9.5）]方面显著下降，“4+4”试点班急诊临床实践阶段较八年制急诊临床实践阶段在学习管理[（40.2±7.3） vs. （37.7±4.0）]及学习求助[（38.7±7.6） vs. （32.7±5.3）]方面显著增加。

结论

临床医学专业医学生从传统医学课程阶段过渡到急诊临床实践阶段，自我调节学习发生明显改变。外在目标设定下降及资源管理减少，可能是八年制医学生在临床环境下急诊临床实践阶段自我调节学习降低的重要原因。

Abstract

Objective

To explore the change of medical students' self-regulated learning from traditional medicine to clinical practice in emergency department

and to provide direction for optimizing the curriculum system and exploring new education and teaching methods.

Methods

Through questionnaires and in-depth interviews

the self-regulated learning scale was applied

and the 6-level Likert scale was used for scoring. A total of 118 medical students

including 8-year undergraduates majoring in clinical medicine of Peking Union Medical College

were evaluated in the traditional medicine course stage (traditional group)

emergency clinical practice stage (clinical group)

and emergency clinical practice stage of the "4 + 4" reform pilot class ("4 + 4" pilot class group) of clinical medicine. The learning situation and related influencing factors were self-regulated. SPSS 23.0 was used for one-way analysis of variance.

Results

Among the eight-year medical students of Peking Union Medical College

there were 48 males (40.7%) and 70 females (59.3%). The three groups of 8-year traditional medicine course stage

8-year emergency clinical practice stage and "4 + 4" pilot class of emergency clinical practice stage were analyzed. The results showed that the total score of self-regulated learning ability in the clinical group was significantly lower than that in the traditional group [(326.2±31.9) vs. (347.7±40.2) points]. The subscales of self-regulated learning ability were analyzed respectively. In the learning motivation subscale

the score of external goal orientation of the clinical group is significantly lower than that of the traditional group [(8.9±2.3) vs. (10.0±2.9) points] and the score of the "4 + 4" pilot class group is significantly higher than that of the clinical group [(11.0±3.5) vs. (8.9±2.3) points]. In the learning strategy subscale

there was no significant difference among the three groups. In the resource management subscale

the scores of time and study environment [(6.5±1.1) vs. (7.5±1.9) points]

learning management [(37.7±4.0) vs. (40.3±3.0) points] and help-seeking [(32.7±5.3) vs. (37.5±9.5) points] of the clinical group decreased significantly compared with those of the traditional group

while the scores of learning management [(40.2±7.3) vs. (37.7±4.0) points] and help-seeking [(38.7±7.6) vs. (32.7±5.3) points] of the "4+4" pilot class group increased significantly compared with those of the clinical group.

Conclusion

The self-regulated learning of clinical medical students has changed significantly during the transition from traditional medical class to emergency clinical practice. The decrease of external goal orientation and resource management may be the important reason for the decline of the self-regulated learning ability of 8-year undergraduate medical students in the clinical environment during emergency practice.

关键词

自我调节学习八年制医学生医学教育

Keywords

Self-regulated learningEight-yearMedical studentMedical education

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