摘要
目的通过调查与分析预防医学本科生对导师制实施的满意度，为提高本科生导师制应用效果提供依据。方法以2012年南京医科大学预防医学专业毕业班73名学生为调查对象，由学生填写调查表。调查内容主要包括学生对导师制实施效果评价、满意程度打分、期望与收获、对导师的要求及认为存在的问题。期望与收获之间差距的比较用卡方检验，显著性水平定为P〈0．05。结果一半以上的学生认为导师制实施效果一般，认为效果比较好和很好者占43．8％。按百分制给导师制满意度打分，50分以上者占75．3％，80分以上者占41．1％，90分以上者仅占12．3％。期望与收获比较显示，认为在科研活动中有实际收获人数明显多于希望收获（P〈0．001），而学术指导、就业指导及人生价值方面认为有实际收获人数明显低于希望收获（P=0．026，P=0．003，P=0．010）。学生希望能与导师尤其是教授有更多的交流机会；有17．8％的学生很少参加导师制活动，其主要原因是对导师制认识不足，缺乏积极主动性，其次为部分学生没有精力来参加导师组织的活动。结论学生对本科生导师制基本满意，但满意程度有待提高。建议从学院管理、教师和学生三方面进一步完善相关措施，以极大地发挥导师制的作用。
Objective To survey on satisfaction degree of preventive medicine undergraduates on tutorial system and to improve the effects of tutorial system.Methods Totally 73 students of preventive medicine,who would graduate in 2012,were asked to fill the questionnaires by themselves.Main contents of questionnaires include effects,satisfaction score,expectations and reality benefits,requirements for the tutors and problems of the tutorial system.Chi-square was used to test the differences between expectations and reality benefits and the significance level was set as P ＜ 0.05.Results More than half of the students thought that the effect of tutorial system was general while 43.8％students thought good and excellent.Percentages of satisfaction score over 50,over 80 and over 90 were 75.3％,41.1％ and 12.3％,respectively.Statistical analysis shown that the real benefits from research activities were more than expectation (P ＜ 0.001),while the real benefits from tutor's academic encouragement,job guidance and life values were lower than expectation (P =0.026,P =0.003,P =0.010).Students expected to have more opportunities with the professors in the future.However,there were 17.8％ students hardly attended the activities of tutorial system,in which lack of understanding of tutorial system was the main reason and without enough time was another reason.Conclusions Students basically satisfies with tutorial system and the satisfaction degree needs to be improved.Roles of tutorial system should be fully strengthened by the management department,tutors and students.
出处
《中华医学教育探索杂志》
2013年第3期217-220,共4页
Chinese Journal of Medical Education Research
