吉首大学医学生学习倦怠现状及其影响因素分析

Learning burnout and its influencing factors of medical students in Jishou University

目的学习倦怠是指学生在长期学习过程中,因学习压力较大或缺乏学习兴趣和学习动力,表现出的疲惫、沮丧、焦虑、抑郁、精神懈怠和缺乏成就感等的消极生理状态,影响医学生的培养质量。本研究旨在了解吉首大学医学生学习倦怠现状及其影响因素,为学校采取相应措施提供参考依据。方法 2016-09-30-2016-11-30采取整群随机抽样法,对588名吉首大学在校医学生的学习倦怠现状及其影响因素进行问卷调查。结果共发放调查问卷650份,收回有效问卷588份,有效率为90.46%。零度倦怠者为460名,检出率为78.23%;轻度倦怠者为62名,检出率为10.54%;中度倦怠者为46名,检出率为7.82%;重度倦怠者为20名,检出率为3.40%。不同性别、不同年级和不同专业学生学习倦怠检出率比较,差异无统计学意义,均P>0.05。不同性别和不同年级学生学习倦怠各维度得分和总倦怠得分比较,差异无统计学意义,均P>0.05。不同专业学生总倦怠和学习倦怠各维度得分比较,差异有统计学意义,均P<0.05。回归分析结果显示,影响学习倦怠的主要因素为自我评价(t=7.79,P<0.001)、专业因素(t=5.71,P<0.001)、考试因素(t=5.03,P<0.001)以及家庭因素(t=2.74,P=0.01)。结论吉首大学医学生存在一定程度的学习倦怠。学校和教师应当采取相应的措施来提高学生的学习兴趣,从而降低学习倦怠水平。

OBJECTIVE Learning burnout refers to the negative physiological state of students’ fatigue,depression,anxiety,depression,mental slack and lack of achievement during the long-term learning process due to the pressure of learning or lack of learning interest and motivation.It affects the training quality of medical students.The purpose of this study is to understand the current situation of medical students’ learning burnout in Jishou University and its influencing factors,and to provide a reference basis for the school to take corresponding measures.METHODS From September 30,2016 to November 30,2016,588 medical students in Jishou University were investigated by cluster random sampling.RESULTS A total of 650 questionnaires were sent out and 588 valid questionnaires were recovered,with an effective rate of90.46%.The number of zero-burnout was 460,the detection rate was 78.23%.The number of mild burnout was 62,the detection rate was 10.54%.The moderate burnout was 46,the detection rate was 7.82%.The severe burnout was 20,the detection rate was 3.40%.There was no significant difference in the detection rate of learning burnout among students of different genders,grades and majors,all P>0.05.There was no significant difference in the scores of each dimension and total burnout between students of different genders and grades,all P>0.05.There were significant differences in the scores of total burnout and learning burnout among students of different majors,P<0.05.The main factors affecting learning burnout were self-evaluation(t=7.79,P<0.001),professional factors(t=5.71,P<0.001),examination factors(t=5.03,P<0.001)and family factors(t=2.74,P=0.01).CONCLUSIONS Medical students in Jishou University have a certain degree of learning burnout.Schools and teachers should take appropriate measures to improve students’ interest in learning,so as to reduce the level of learning burnout.