临床医学专业学生学习策略测评与影响因素分析

Measurement, evaluation and influential factors of learning strategies of clinical medical students

目的 测量和评价临床医学专业学生学习策略应用情况,并对其影响因素进行分析,以探讨临床医学专业学生的学习策略模式.方法 采用定性访谈方法和问卷调查方法收集数据;采用内部一致性检验和探索性因子分析评价问卷的信度和效度;采用描述性统计分析、Pearson 相关分析、多元线性回归分析,对临床医学专业学生学习策略进行评价、对相关影响因素进行分析.结果 临床医学专业学生学习策略问卷包含69个测量条目和10个维度,具有良好的信度和效度水平.临床医学专业学生学习策略处于中等偏上水平（3.39±0.45）,学习策略水平的正向5个影响因素为：成绩水平（β=0.247,P＜0.05）、专业兴趣（β=0.226,P＜0.05）、学习时间投入（β=0.128,P＜0.05）、临床实践（β=0.113,P ＜0.05）、学业自我效能（β=0.096,P＜0.05）.结论 临床医学专业学生学习策略情况较好,成绩水平、专业兴趣、学习时间投入、临床实践、学业自我效能对临床医学专业生学习策略存在正向预测作用.

Objective By measuring and evaluating the application present situation and analyzing the influential factors of learning strategies of clinical medical students,this paper was trying to discuss the model of clinical medical students learning strategies.Methods The qualitative interviews and questionnaire was used to collect data,and the reliability and validity of the questionnaire was evaluated by using the internal consistency reliability coefficient and exploratory factor analysis.The method of descriptive statistical analysis,Person correlation analysis and multivariate linear regression are used to evaluate the study strategies of clinical medical students and to analysis the influential.Results The questionnaire of learning strategies of clinical medical students,which contains 69 measuring items,including ten dimensions,could maintain good level of reliability and validity.The clinical medical students＇ learning strategies is located in an upper medium level （3.39 ± 0.45）.The five positive effective correlate factors include academic performance level （β =0.247,P 〈 0.05）,professional interests （β =0.226,P 〈0.05）,study time invested （β =0.128,P 〈 0.05）,clinical practice （β =0.113,P 〈 0.05） and the academic self-efficacy （β =0.096,P 〈 0.05）.Conclusions Learning strategies of clinical medical students may good.The academic performance level,professional interests,study time invested,clinical practice and the academic self-efficacy are main positive forecast factors of learning strategies of clinical medical students.