不同教学模式下临床专业医学生心理健康状况调查

Mental Health Status of Students in Clinical Medicine under Different Learning Models

目的调查临床专业学生的心理健康状况,探讨不同教育模式对医学生心理健康的影响。方法采用症状自评量表（SCL-90）,按照方便整群抽样的方法,调查我校临床专业1~3年级（共570名）学生的心理状况,并根据教学模式分为2组：授课为基础的教学模式（LBL）组和基于问题学习的教学模式（PBL）组,比较分析2组学生的心理健康状况。结果 SCL-90得分显示,一年级学生躯体化、强迫症状、人际关系敏感、抑郁、焦虑、恐怖、偏执、精神病性因子均高于二、三年级学生（均P〈0.05）,二、三年级学生间各个因子得分没有统计学差异（均P〉0.05）;一年级学生2种教学模式下SCL-90各指标得分没有统计学差异（均P〉0.05）,而二、三年级学生PBL组学生除恐怖因子外,躯体化、强迫症状、人际关系敏感、抑郁、焦虑、恐怖、偏执、精神病性各因子得分均比LBL组低（均P〈0.05）。结论医学生的心理健康问题较多,刚刚入学的大学新生尤其严重;与LBL教学模式比较,PBL教学模式能够改善学生的心理健康状况。

Objective To investigate the mental health status of students in clinical medicine,and study the influence of mental health by the different learning models. Methods A total of 580 students in clinical medicine from China Medical University were investigated with symptom check list 90（SCL-90）. The students were divided into the lecture-based learning（LBL）group and problem-based learning（PBL）group. Results The scores of SCL-90 of grade one were significantly higher than those of grade two and grade three（all P〈0.05）. There was no significantly difference between grade two and grade three（P〉0.05）. There was no significantly difference between group LBL and PBL in grade one（P〉0.05）. The scores of SCL-90 of PBL group were significantly higher than LBL group in grade two and grade three expect the factor of hostility（all P〈0.05）.Conclusion The mental health status of students of clinical medicine is poor,especially in freshmen. Compared with by LBL model,PBL model exhibited a better effect in improving the mental health.