医科院校药学类专业学生学习性投入调查研究

A survey of student engagement of pharmaceutical students in medical colleges

目的通过学生学习行为的“教育增值”反馈，客观描述药学本科教育的现状，针对性地提出加强药学教育内涵建设建议。方法采用由清华大学和美国印第安纳大学共同开发的中国大学生学习与发展追踪研究（Chinesecollegestudentsurvey，CCSS）问卷，组织1100名学生进行网络一对一不记名填答。使用SPSS19．0，从五大可比指标和学生认知行为两方面，进行一般描述性分析、独立样本t检验等。结果中药学专业和药学专业学生的五大可比指标得分和学习行为技能指标得分，均高于全国各类院校理学门类常模整体水平。与全国医学院校常模水平相比，五大可比指标中除中药学专业学业挑战度（1evelofacademicch^lenge，LAC）得分43．36低于全国医学院校LAC常模水平的43．63外，其他指标得分均更高。中药学专业学生LAC与主动合作学习水平（activeandcollaborativelearning，ACL）得分均低于药学专业，差异有统计学意义（P〈0．05）。在学习行为技能方面，两个专业学生的运用、评价和综合行为项得分低于全国医学院校常模水平，且中药学专业和药学专业学生得分差异有统计学意义（P〈0．05）。结论药学门类学生的教学体验和学习支持需要优化，药学教育的学习科学性和综合能力培养需要改进。药学门类学生的中高阶学习行为麻加强。

Objective By means of ＂value-added＂ reflection of students＇ learning behavior, this article gives an objective description of the current situation of pharmaceutical undergraduate ed- ucation and puts forward some suggestions to strengthen the connotation construction of pharmaceuti- cal education. Method Using the Chinese College Student Survey （CCSS） developed by Tsinghua Uni- versity and Indiana University （US）, 1100 students participated in a one-to-one web-based anonymous questionnaire, and using SPSS19.0 to analyze the data. Five comparable indexes and students＇ recog- nition behaviors were discussed using descriptive analysis and independent sample t test. Result The five comparable index scores and learning behavior skill index scores of the students in Chinese tra- ditional medicine specialty and pharmacy were higher than the national overall level of all kinds of colleges and universities of science categories. Compared with the national norm of medical colleges, except that the score of 43.36 of the five comparable indexes in pharmaceutical professional academic challenge （level of academic challenge, LAC） was less than 43.63 national medical colleges LAC normlevel, the other index scores were higher. LAC and active collaborative learning scores of Chinese pharmaceutical majors were lower than those of pharmacy students, and the difference was statistically significant （P〈0.05）. In the study of behavioral skills, the scores of two major students＇ use, evaluation and comprehensive behavior were lower than the national standard of medical institutions, and there was a statistically significant difference in the scores of Chinese medicine and pharmaceutical majors （P〈 0.05）. Conclusion Teaching experience and learning support need to be optimized for pharmaceutical students. Learning scientificalness and comprehensive abilities in pharmaceutical education need to be improved. Mid and higher level of learning behavior needs to be enhanced for pharmaceutical students.