摘要
目的 了解汉区少数民族与汉族医学生学习积极主动性的差异,为探索提高医学生学习积极主动性的干预措施提供依据. 方法 采用便利取样法,对中国医科大学一～四年级的248名医学生（少数民族99人,汉族149人）进行学习积极主动性问卷的调查,应用方差分析、Kruskal-Wallis H检验、t检验、聚类分析法对数据进行统计学分析.结果 少数民族医学生和汉族医学生在学习积极主动性问卷的评分分别为（48.20±7.24）、（50.76±7.82）,差异有统计学意义（P＜0.05）;少数民族医学生在深入学习、控制学习、扎实学习维度得分以及学习积极主动性问卷总分显著低于汉族医学生（P均＜0.05）.不同年级的少数民族医学生的学习驱动力、学习目标的评分差异有统计学意义（P均＜0.05）.不同年级汉族医学生的学习驱动力以及学习积极主动性问卷的评分差异有统计学意义（P＜0.05）.医学生学习积极主动性可归为四类,其中1类学生在学习积极主动性最佳,2类和3类居中,4类最差,少数民族医学生1～4类的比例分别为9.09％、26.26％ 、36.36％、28.28％,汉族医学生1～4类的比例分别为18.12％、32.21％、28.19％、21.62％. 结论 少数民族和汉族医学生学习积极主动性的特点有共性但也存在个性的差异,医学教育工作者应结合汉族、少数民族医学生学习积极主动性的特点和规律,展开有针对性的教育,从根本上提高学生的学习积极主动性,促进学生的发展.
Objective To compare the difference of learning initiative between the medical students from ethnic minorities in the living areas of Han nationality and those of Han nationality so as to provide a scientific basis for formulating interventions to improve medical students＇ learning initiative.Methods Using the convenience sampling methods,we conducted the questionnaire survey to investigate learning initiative of 248 medical students from Grade Ⅰ to Grade Ⅳ in China Medical University （99 students of ethnic minorities and 149 students of Han nationality）.Variance analysis,Kruskal-Wallis H test,t test and clustering methodology were used to statistically analyze the data.Results The scores of learning initiative questionnaire among the medical students from ethnic minorities in the living areas of Han nationality and those of Han nationality were 48.20 ± 7.24 and 50.76 ± 7.82,respectively,which were statistically significant （P ＜ 0.05）.The scores in the dimensions of depth study,control study and solid study among the students of ethnic minorities were significantly lower than those among Han nationality（P ＜ 0.05）,and so was their total score in learning initiative questionnaire （P ＜ 0.05）.The scores in learning driving force and learning objectives among the medical students of ethnic minorities from different grades were statistically different （P ＜ 0.05）.The scores in learning driving force and learning initiative questionnaire among the students of Han nationality from different grades were significantly different （P ＜ 0.05）.Medical students＇ learning initiative can be classified into four categories.The students of category Ⅰ had the best learning initiative,while those of category Ⅳ had the worst.The distributions of category Ⅰ to category Ⅳ among the medical students of ethnic minorities were 9.09％,26.26％,36.36％ and 28.28％ respectively,while those among the Han nationality were 18.12 ％,32.21％,28.19 ％ and 21.62 ％ respectively.Conclusions The medical students of ethnic minorities and those of Han nationality share some similarity in learning initiative,with individual differenc es existing.In order to fundamentally improve students＇ learning initiative,medical education practitioners should carry out specific education by comprehensively taking the characteristics of the students of different nationalities and the laws of their learning initiative into account.
出处
《实用预防医学》
CAS
2014年第8期917-920,共4页
Practical Preventive Medicine
基金
辽宁省教育科学"十二五"规划2011年度立项课题(JG11DB316)
关键词
汉区少数民族
医学生
学习积极主动性
民族特征
Ethnic minorities in the living areas of Han nationality
Medical students
Learning initiative
National characteristics
