摘要
目的研究不同实习阶段医学生动机和教学满意度的关系。方法自制问卷调查表,对实习前期、后期医学生动机、教学工作、带教老师满意度进行调查。结果不管实习前期还是后期,成绩优的医学生中等动机比例最高,良的医学生较弱动机比例最高,中的医学生较强动机比例最高,差的医学生较弱动机比例最高;实习前期不同动机的医学生对教学管理机制、带教老师安排、教学条件、教研活动的满意度差异有统计学意义(P <0.05),动机较强的医学生满意度相对较高;实习后期不同动机的医学生对医院各项教学工作满意度差异无统计学意义(P> 0.05);实习前期不同动机医学生对带教老师带教水平、带教方法的评价差异有统计学意义(P <0.05),对带教老师业务素质、带教态度评价差异无统计学意义(P> 0.05),动机较强的医学生对满意度相对较高;实习后期不同动机医学生对带教老师带教水平、带教态度评价差异无统计学意义(P> 0.05),对带教老师业务素质、带教方法的评价差异有统计学意义(P <0.05)。结论实习期为医学生动机、思维波动的过程,其动机与在校成绩无明显关系,但和教学满意度有明显关系,不同阶段医学生动机均与教学工作相关,而实习前期医学生动机和带教老师带教水平、带教方法的评价相关,实习后期受带教老师业务素质影响较大。
Objective To study the relationship between motivation and teaching satisfaction of medical students in different internship stages. Methods The motivation of medical students, teaching work and the satisfaction of teaching teachers in the early and late stages of internship were investigated by the self-made questionnaire. Results Regardless of pre-internship or post-internship, the proportion of middle motivation of excellent medical students was the highest, the proportion of weak motivation of good medical students was the highest, the proportion of strong motivation of middle medical students was the highest, and the proportion of weak motivation of poor medical students was the highest. In the pre-internship period, there were statistically significant differences in the satisfaction of medical students with different motivations to the teaching management mechanism, the arrangement of teaching teachers, teaching conditions and teaching and research activities(P < 0.05). The medical students with strong motivation had relatively high satisfaction. There was no statistically significant difference in the satisfaction of medical students with different motivations in the post-internship to various teaching tasks(P > 0.05). There was statistically significant differences in the evaluation of teaching level and teaching methods among medical students with different motivations in the pre-internship period(P < 0.05). There was no significant difference in the evaluation of teachers’ professional quality and teaching attitude(P > 0.05). The medical students with strong motivation had relatively high satisfaction. There was no significant difference in the evaluation of teaching level and attitude among medical students with different motivations at the later stage of internship(P > 0.05). There was significant differences in the evaluation of teachers’ professional quality and teaching methods(P < 0.05). Conclusion The internship is a process of motivation and thinking fluctuation of medical students. Its mot
作者
孙斌
金忠芹
SUN Bin;JIN Zhongqin(Department of Medical Service,Children's Hospital Affiliated to Soochow University,Suzhou Jiangsu 215025)
出处
《中国继续医学教育》
2019年第31期37-40,共4页
China Continuing Medical Education
关键词
不同实习阶段
医学生
动机
教学满意度
关系
教学工作
different stages of internship
medical students
motivation
teaching satisfaction
relationship
the teaching work
