摘要
目的:了解医学本科一年级学生专业思想稳定性和学习倦怠现状,并进一步探讨两者的关系。方法:使用《大学生专业思想稳定性评价量表》和《大学生学习倦怠调查量表》对944名安徽医科大学本科一年级学生进行问卷调查。结果:医学本科一年级学生专业思想稳定性总分为(22.6±3.4),男生高于女生、城市或城镇生源高于农村生源、临床医学专业高于非临床医学专业(P值均<0.001)。944名大学一年级医学生中轻度、中度、重度学习倦怠检出率分别为25.4%,31.0%,16.1%,男生高于女生、农村生源地高于城市或城镇生源地、非临床专业高于临床专业、学习成绩中等或中下等高于上等(P值均<0.05)。专业思想稳定性得分等级与学习倦怠程度具有等级相关性(r=0.403,P<0.001),专业思想稳定性得分等级越高学习倦怠检出率越低(趋势性χ2=88.223,P<0.001)。多因素Logistic回归分析显示,与专业思想稳定性偏高学生相比,专业思想稳定性得分中等或偏低均是轻度、中度、重度学习倦怠的危险因素(P<0.05),且呈现明显的剂量反应关系。结论:医学本科一年级学生专业思想稳定性与学习倦怠关系密切,应加强医学本科一年级学生专业思想稳定性教育,降低学习倦怠状况,尤其是非临床医学专业学生。
Objective: To observe the stations of professional-attitude stability and learning burnout in first-year medical students,and to explore their relationship. Methods: 944 first-year medical students completed the Evaluation Scale of Professional-attitude Stability of College Students and Learning Burnout Scale of College Students. Results: The total score of professional-attitude stability was 22.6±3.4. The scores of professional-attitude stability in male, urban and clinical medicine students were higher than those of female, rural and non-clinical medical students(P<0.001). Findings revealed that the prevalence rates of mild, moderate, severe learning burnout were 25.4%, 31.0%, 16.1%, respectively. The rates of learning burnout of male, rural, non-clinical medical and poor academic performance students were higher than those of female, urban, clinical medical and excellent students(P<0.05). There is a hierarchical correlation between the score level of professional-attitude stability and the degree of learning burnout(r=0.403, P<0.001). The rates of learning burnout were lower among those students with higher professional-attitude stability score(χ2=88.223, P<0.001). Results of multinomial logistic regression models indicate that students with lower or middle level of professional-attitude stability score are more likely to have mild, moderate, severe learning burnout(P<0.05). Additionally, a significant dose-response relationship between the level of professional-attitude stability and learning burnout had been found. Conclusion: The findings highlighted that the relationship between professional-attitude stability and learning burnout in first-year medical students is close. It is necessary to strengthen the education of the professional-attitude stability of first-year medical students and reduce the learning burnout situation, especially among the non-clinical medical students.
作者
苏普玉
余皖皖
赵梅
方桂霞
陈道俊
Su Puyu;Yu Wanwan;Zhao Mei;Fang Guixia;Chen Daojun(School of Public Health,Anhui Medical University,Hefei 230032,China;The First Clinical College of Anhui Medical University,Hefei 230032,China;School of Nursing,Anhui Medical University,Hefei 230032,China;School of Health Management,Anhui Medical University,Hefei 230032,China)
出处
《成都中医药大学学报（教育科学版）》
2018年第4期97-101,共5页
Journal of Chengdu University of Traditional Chinese Medicine:Educational Science Edition
基金
安徽省教育厅省级教学研究项目"妇幼保健医学新专业本科生‘包干’式培养模式探索"(NO.2017jyxm0135)
关键词
医学生
专业思想稳定性
学习倦怠
Medical Students
Professional-attitude Stability
Learning burnout
