军队和地方医学院校学生感官学习风格分布及与学习的关系

Distribution and the relations with study between sensory learning style of military medical students and those of local ones

目的比较军队和地方医学院校学生的感官学习风格分布及与学习动机、成绩等的关系，为了解教学对象、开展针对性教学工作提供参考。方法2016年12月，应用包含学习动机量表、感官学习风格量表等在内的综合问卷，由专人负责，集中调查上海市某军队和地方医科大学在校医学生。共发放问卷3027份，回收有效2791份，回收率为92．2％。采用SPSS16．0行卡方检验和非参数检验，比较军队和地方医学院校学生感官学习风格分布类型和强度的差异，并分别比较其与学习动机、成绩等的关系。结果军队和地方医学院校学生学习风格分布类型和单一风格强度的比较差异无统计学意义（x^2=8．345，P=O．080；Z=0．936，P=0．349）；均以多重风格、单一运动实践型、单一阅读写作型为主，均以一般强度为主。军校医学生不同感官学习风格分布类型的学习动机、自评学习态度之间差异有统计学意义（x^2=16．569，19．776，均P〈0．05），而学习成绩及其期望值差异没有统计学意义（x^2=7．439、6．219，P=0．114、0．183）；单一学习风格不同强度的学习动机强度、自评学习态度以及学习成绩的整体状况差异均无统计学意义（x^2=1．348、3．479、1．251，P=0．510、0．176、0．535），而对学习成绩的期望值差异有统计学意义（x^2=-24．482，P=0．000）。地方院校医学生不同感官学习风格分布类型、单一风格不同强度的学习动机、自评学习态度、学习成绩及其期望值之间差异均无统计学意义（x^2=5．038、6．400、5．120、4．374、1．411、0．085、0．034、0．307，均P〉0．05）。结论军队和地方院校医学生的感官学习风格分布具有相似性；解读医学生特定学习风格具有现实意义；医学生学习风格分布类型和强度与学习基本无关。

Objective To offer reference for targeted teaching and a good understanding of teaching objects by comparingthe sensory learning style of military medical students and that of local ones and study- ing the the relations between its distribution and study motivations and achievements. Methods In Decem- ber 2016, the medical students on campus in some military and local medical university in shanghai were surveyed by appointed person with comprehensive questionnaires including Learning Motivation Scale, Sensory Learning Style Scale, and so on. 3 027 questionnaires were provided and 2 791 valid results were collected （92.2%）. We compared the differences in the distribution sorts and intensions of sensory learning style between military and local medical students by SPSS 16.0 ehi-square test and nonparametric test, and then respectively compared the relationship between their sorts and intensions and study motivation, performance,and so on. Results There was no statistically significant difference in the distribution patterns of sensory learning style and intensions of single style between military and local medical students. （X^2=8.345, P= 0.080; Z=0.936, P=0.349）, which were both mainly multiple styles, single Kinesthetic and Read/Write, and general intension. It showed difference in study motivation and self-assessment of learning attitude in dif- ferent distribution sorts of sensory learning style of military medical students （X^2=16.569, 19.776, P〈0.05）, while no difference in academic performance and its expectation （X^2=7.439, 6.219, P=0.114, 0.183）. It showed no difference in study motivation, self-assessment of learning attitude and academic performance in different intensions of single style of military medical students （X^2=1.348, 3.479, 1.251, P=0.510, 0.176, 0.535）, whileshowed difference in their expectation of academic performance （X^2=24.482, P=0.000）. It showed no sig-nificance in study motivation, self-assessment of learning attitude, academic performance and its expectation in both different distribution sorts of seosory learning styleand different intensions of single style of local medical students （X^2=5.038, 6.400, 5.120, 4.374, 1.411, 0.085, 0.034, 0.307, P〉0.05）. Conclusion The sensory learning style of military medical students is similar with thatof local ones. Inter- pretating the specific learning styles of medical students is of a practical significance. The distribution sorts and intensions of medical students＇ learning styles is largely independent from their study.