儿科学专业认同的实证调查研究

Paper Title an Empirical Study of Pediatrics Students’Professional Identification

目的了解儿科学专业认同差异和影响因素。方法采用访谈和问卷调查相结合的方式,运用SPSS进行分析结果。结果儿科学专业认同水平不高。在专业认同的三个维度中,专业认知得分最高,其次是专业行为和专业情感。男女在专业认同上无有统计学意义差异;不同年级、志愿填报方式和成绩的学生的专业认同有统计学意义差异。对儿科学的兴趣、教师对学生的帮助、专业职业收入、专业职业自我价值的实现和专业学习对学生软实力的提升等五个因素对儿科专业认同度的正向影响有统计学意义。结论应注重加强培养学生的专业认同尤其是情感认同、引导教师关心学生,注重培养学生学习兴趣和软实力、引导学生将个人价值观和职业相结合和切实提高儿科医生待遇。

Objective To understand the differences and influencing factors of pediatric professional identification.Methods Using a combination of interviews and questionnaires.SPSS was used to analyze the results.Results The level of professional identification in pediatrics is not high.Among the three dimensions of professional identification,professional cognition scored the highest,followed by professional behavior and professional emotion.There is no significant difference in professional identification between men and women;there are significant differences in professional identification among students of different grades,ways of filling college entrance applications and scores.Five factors,including interest in pediatrics,teachers’help to students,professional career income,self-realization of professional career,and the improvement of students’soft power by professional learning,significantly positively affect pediatric professional identification.Conclusion Stakeholders should strive to strengthen students’professional identification especially emotional identification,guide teachers to care about students,focus on cultivating students’interest and soft power,guide students to combine personal values with careers,and effectively improve the income of pediatricians.