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Resumo Introdução: O assédio sexual é uma realidade que permeia as relações de poder hierárquicas e de gênero. Embora perceptível nos meios médico e acadêmico, é considerado uma violência silenciada que acarreta agravos orgânicos e psíquicos com grandes consequências para a vítima. Objetivo: Este estudo teve como objetivos elaborar e validar um instrumento de identificação da ocorrência de assédio sexual em estudantes de Medicina. Método: Após revisão da literatura sobre o tema, elaborou-se um instrumento, com repostas do tipo Likert em cinco níveis de opção, que possui duas partes: a primeira com informações sobre características sociodemográficas e acadêmicas dos participantes, e a segunda contendo 21 itens agrupados em três dimensões: formas de assédio, fatores facilitadores e identificação do assediador no meio acadêmico e na prática hospitalar. Efetuaram-se as validações semântica e de conteúdo por consenso de especialistas, e a validação FACE realizada por grupo focal de 12 estudantes, sendo dois de cada ano do curso. Para verificação da confiabilidade, o instrumento foi enviado a 1.146 estudantes de Medicina uma vez por semana, por quatro semanas. Obteve-se a resposta de 350 (30,5%) estudantes no teste, seguindo a recomendação para estudos psicométricos. Após 15 dias, iniciou-se o reteste com os 350 respondentes do teste, seguindo a mesma cronologia de envio para a verificação da estabilidade. No reteste, obtiveram-se 69 respostas. Para a elaboração do banco de dados, utilizou-se o programa Excel versão 16, e, para a análise, adotou-se o programa estatístico Stata versão 13. O instrumento foi aplicado on-line pelo software livre LimeSurvey. Resultado: A confiabilidade do instrumento ficou evidenciada pelo alfa de Cronbach de 0,8163 e de 0,7826 para o teste e reteste, respectivamente. Para a constatação da estabilidade, utilizou-se o teste de Stuart-Maxwell que apresentou um valor de p = 0,126. Adotou-se ainda o Kappa ponderado, em que o resultado de todas as 21 assertivas está contido no intervalo de confiança, demonstrando a homogeneidade da distribuição dos escores médios entre o teste e o reteste. Conclusão: Como o instrumento validado se mostrou confiável e estável, pode ser utilizado em escolas médicas para a identificação do assédio sexual em estudantes de Medicina.
Abstract Introduction: Sexual harassment is a reality that permeates hierarchical and gender power relations, and although noticeable in the medical and academic environment, it is considered a silenced violence that causes organic and psychological harm, with great consequences for the victim. Objective: To develop and validate an instrument to identify the occurrence of sexual harassment in medical students. Method: This instrument was developed, after reviewing the literature on the subject, with Likert-type responses at five option levels, which has two parts: the first with information on the participants' sociodemographic and academic characteristics and the second containing 21 items grouped into three dimensions: forms of harassment, facilitating factors and identification of the harasser in the academic environment and in hospital practice. Semantic and content validation was carried out by consensus of experts and FACE validation was carried out by a focal group of 12 students, two from each year of the course. To verify reliability, the instrument was sent to 1,146 medical students once a week for four weeks, with 350 (30.5%) students responding to the Test following the recommendation for psychometric studies. After 15 days, the Retest was started with the 350 Test respondents, following the same submission chronology to verify stability. In the Retest, 69 responses were obtained. The Excel program version 16 was used to create the database and the Stata statistical program version 13 was used for the analysis. The instrument was applied online using the LimeSurvey free software. Results: The reliability of the instrument was evidenced by a Cronbach's Alpha of 0.8163 and 0.7826 for Test and Retest, respectively. For the verification of stability, the Stuart-Maxwell test was used, which showed a value of p = 0.126 and the weighted Kappa, where the result of all 21 assertions are contained in the confidence interval, demonstrating the homogeneity of the distribution of the average scores between the Test and the Retest. Conclusions: The validated instrument proved to be reliable and stable and can be used in medical schools to identify sexual harassment in medical students.
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Introducción: En el proceso de capacitación continua de los estudiantes de Medicina resulta necesario incorporar temas de actualidad; asimismo, es importante conocer los problemas para buscar soluciones con el apoyo de la ciencia. Objetivo: Diagnosticar el proceso formativo del estudiante de Medicina en cuanto a la detección de secuelas discapacitantes pos-COVID-19. Métodos: Se realizó un estudio observacional, descriptivo y transversal, con enfoque cualitativo, de 20 estudiantes del quinto año de la carrera de Medicina, pertenecientes a la Universidad de Ciencias Médicas de Camagüey, durante su estancia por la asignatura Salud Pública, desde julio hasta diciembre del 2022. Para tal propósito se diseñó y aplicó un instrumento evaluativo con dimensiones e indicadores. Resultados: Se halló que 50,0 % de dichos estudiantes se ubicó en el rango de edad de 21-26 años, mientras que 65,0 % correspondió al sexo femenino. La dimensión cognitiva fue evaluada de mal, pues 3 indicadores, de los 4 que la integraban, recibieron esa calificación; del mismo modo sucedió con la dimensión instrumental. En cambio, la dimensión actitudinal y sus 2 indicadores fueron calificados de bien. Conclusiones: Existieron insuficiencias en el proceso formativo del estudiante de Medicina, lo que obstaculiza su desempeño profesional. Sobre la base del diagnóstico realizado, se confirma como fortaleza el interés por la búsqueda de información relacionada con la detección de secuelas discapacitantes pos-COVID-19.
Introduction: In the continuous training process of medical students, it is necessary to incorporate current issues; likewise, it is important to know the problems to seek solutions with the science support. Objective: To diagnose the training process of medical students as for the detection of incapacitating sequelae post-COVID-19. Methods: An observational, descriptive and cross-sectional study, with qualitative approach, of 20 students from 5th year of Medicine career, belonging to the University of Medical Sciences in Camagüey was carried out during their stay for the Public Health subject, from July to December, 2022. For such a purpose it was designed and applied an evaluative instrument with dimensions and indicators. Results: It was found that 50.0% of these students were in the age range of 21-26 years, while 65.0% were female. The cognitive dimension was evaluated as bad because 3 indicators, of the 4 that made it up, received that qualification; the same happened with the instrumental dimension. On the other hand, the attitudinal dimension and its 2 indicators were qualified as good. Conclusions: Inadequacies existed in the training process of medical students, which block their professional performance. On the base of the diagnosis, the interest in searching for information related to the detection of post-COVID-19 incapacitating sequelae is confirmed as strength.
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Medical internship is a yearlong experience that is physically, mentally, and emotionally exhausting. After five years as students, the interns finally get close to achieving what they have always dreamt of. Most of the fundamental clinical knowledge and skills that a student learns are acquired during their internship. For the first time, students gain financial freedom, recognise the importance of a white coat, and are recognised as doctors. Internship helps a student to realise the mechanics of how a hospital operates, how patients are treated, how crises are managed, and most crucially, how to think and work productively in a chaotic yet effective atmosphere. Each obstacle encountered serves as a training ground. The key dilemmas are whether to prioritise learning clinical skills or study for the post-graduation entrance examinations, and which specialty to opt for. Conscientious mentors are vital to this whole process.
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Introduction: During the different wave of pandemic, due to various reasons self-medication practices among the public increased. Medical students are prone to such practices due to relevant background knowledge, and access to drugs. This study assessed the self-medication practice among the medial students during the different waves of pandemic of south Gujarat. Material and Methods: This descriptive study was conducted during May to June 2022 through self-administered form among medical students of south Gujarat, India. Study questionnaire included general de-mography; most frequently practice of self-medication. drug and the reason behind it. Result: Out of total 512 respondents, 381 (74.4%) did self-medication during the pandemic. 358 individuals (94.0%) did self-medication at least one drug since the start of pandemic. The most commonly utilizing medi-cines as prophylactic was Ayurvedic preparation, Multivitamins, Zinc and Vitamin C. For treatment of symp-toms during the pandemic paracetamol (650 mg) was frequently used specially for body ache and fever. The main source of information of self-medication was internet. Conclusion: This study depicted common self-medication practices among medical students during the pan-demic. It is a significant health issue especially during the pandemic times, with high consumption reported as a prevention or treating symptoms of COVID-19.
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Clinical post competence and medical ethics literacy are the key qualities that applied medical talents should have. The synergy of medical education is an effective way to deepen the reform of competence-oriented medical education. Under the background of synergy of medical education and considering the orientation of training applied medical talents in our college, we explore a progressive path of "three early education", which means early exposure to specialties, early exposure to practice, and early exposure to clinical practice. Meanwhile, we strengthen the cultivation of medical students' medical ethics literacy throughout the whole process of "three early education", laying a solid foundation for medical students before they enter the stage of clinical practice training. Practice shows that the progressive "three early education" mode and the cultivation of medical ethics literacy throughout the whole process can effectively improve medical students' clinical post competence.
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Objective:To construct medical students' employment quality evaluation index system based on analytic hierarchy process (AHP), for providing basis to scientific and objective evaluation of medical students' employment quality.Methods:Two rounds of consultation with 21 experts were conducted to construct medical students' employment quality index and evaluation standard by Delphi method, and the weight of each index and evaluation standard determined by AHP. Excel 2007 and SPSS 21.0 were used to analyze the results of expert consultation. The enumeration data were expressed as frequency and percentage. The mean and coefficient of variation were used to describe the importance scores of experts on indicators at all levels. The positive coefficient, authority coefficient and coordination degree of experts were calculated, and the Kendall coordination coefficient ( W) test was carried out. Yaahp 6.0 is used to analyze the pairwise comparison matrix in the analytic hierarchy process to calculate the weight of the indicator. Results:The authority of expert consultation was ranged from 0.77 to 0.94, and the positive coefficient of experts was 100.00%. The evaluation system of medical students' employment quality was determined, which involved 3 first-class indexes, 9 second-class indexes and 35 third-class indexes, and the weight coefficients of each index were calculated by AHP.Conclusion:The evaluation index system of medical students' employment quality is reasonable, which can be used to provide reference standard for medical students' employment quality evaluation, and has certain application value.
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Objective:To understand the preferences of medical students for the performance, function and recommendation method of personalized learning resource recommendation system, as well as the correlation with the self-directed learning ability of medical students, so as to provide a reference for further building an effective learning platform and learning resource tool.Methods:A total of 482 first-year to third-year medical students in a medical university were selected as the research subjects. The electronic self-directed learning scale and the self-designed medical education learning resources recommendation system of performance, function and recommendation method scale were used to conduct a questionnaire survey. Pearson correlation analysis was used to explore the correlation between the performance, function and recommendation method preference of medical students' information resource recommendation system and self-directed learning ability.Results:Medical students had high demand and preference for learning [(4.35±0.58) points], accuracy [(4.32±0.62) points] and timeliness [(4.32±0.62) points] of learning resource recommendation system. In terms of the function of the recommendation system, the following [(4.10±0.71) points] and sharing [(3.94±0.82) points], and searching [(4.35±0.59) points], feedback [(4.09±0.73) points] and publication [(3.80±0.88) points] in the interactive function were all highly rated. For the preference of recommendation methods, the scores of discipline connection [(4.07±0.66) points] and time line [(4.02±0.74) points] were higher. The dimensions with high relevance to self-directed learning included timeliness ( r=0.367), social attributes ( r=0.361), and the basis of similar groups ( r=0.316). Conclusion:Medical students are familiar with and have a positive attitude towards the performance, functions and recommendation methods of the learning resource recommendation system, and have a cognitive foundation for the construction of the learning resource recommendation system and related resource platforms. This system has a certain correlation with the self-directed learning ability of medical students. Promoting the construction of medical education information resources is conducive to promoting the development of self-directed learning ability of medical students.
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Objective:To explore the change of medical students' self-regulated learning from traditional medicine to clinical practice in emergency department, and to provide direction for optimizing the curriculum system and exploring new education and teaching methods.Methods:Through questionnaires and in-depth interviews, the self-regulated learning scale was applied, and the 6-level Likert scale was used for scoring. A total of 118 medical students, including 8-year undergraduates majoring in clinical medicine of Peking Union Medical College, were evaluated in the traditional medicine course stage (traditional group), emergency clinical practice stage (clinical group), and emergency clinical practice stage of the "4 + 4" reform pilot class ("4 + 4" pilot class group) of clinical medicine. The learning situation and related influencing factors were self-regulated. SPSS 23.0 was used for one-way analysis of variance.Results:Among the eight-year medical students of Peking Union Medical College, there were 48 males (40.7%) and 70 females (59.3%). The three groups of 8-year traditional medicine course stage, 8-year emergency clinical practice stage and "4 + 4" pilot class of emergency clinical practice stage were analyzed. The results showed that the total score of self-regulated learning ability in the clinical group was significantly lower than that in the traditional group [(326.2±31.9) vs. (347.7±40.2) points]. The subscales of self-regulated learning ability were analyzed respectively. In the learning motivation subscale, the score of external goal orientation of the clinical group is significantly lower than that of the traditional group [(8.9±2.3) vs. (10.0±2.9) points] and the score of the "4 + 4" pilot class group is significantly higher than that of the clinical group [(11.0±3.5) vs. (8.9±2.3) points]. In the learning strategy subscale, there was no significant difference among the three groups. In the resource management subscale, the scores of time and study environment [(6.5±1.1) vs. (7.5±1.9) points], learning management [(37.7±4.0) vs. (40.3±3.0) points] and help-seeking [(32.7±5.3) vs. (37.5±9.5) points] of the clinical group decreased significantly compared with those of the traditional group, while the scores of learning management [(40.2±7.3) vs. (37.7±4.0) points] and help-seeking [(38.7±7.6) vs. (32.7±5.3) points] of the "4+4" pilot class group increased significantly compared with those of the clinical group.Conclusion:The self-regulated learning of clinical medical students has changed significantly during the transition from traditional medical class to emergency clinical practice. The decrease of external goal orientation and resource management may be the important reason for the decline of the self-regulated learning ability of 8-year undergraduate medical students in the clinical environment during emergency practice.
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This article introduces American development process of quality-oriented education in colleges and universities which symbolizes practical teaching theory, and analyzes the reason that it is hard for colleges and universities to develop medical talents with strong humanistic quality and innovative ability. This article points out that medical colleges and universities need to make systematic standard and plan for quality-oriented education of practical teaching. The role of teachers is converting from single disseminator of theory knowledge to the instructor, organizer and participant of study. Meanwhile, the information technology should be embedded in practical teaching, which has profound effects on quality-oriented education development of medical students.
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According to the current situation of professional ethics education for pediatric medical students and the needs of social industries, we focus on the construction of a systematic comprehensive curriculum knowledge system and training plan based on child development, formulate specific goals and training systems for pediatric medical students that are in line with the development of modern medicine, clarify the content and education path of pediatric professional ethics education, strengthen the requirements for students' knowledge, ability and quality, improve the process management and policy implementation of talent training, and improve the pertinence and effectiveness of professional ethics education for pediatric medical students, thereby making pediatric medical students to be used to the development trend and environment of the industry.
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Objective:To discuss the role of rural-order tuition-waived medical students in grass-roots public health, and put forward pertinent suggestions for further improving the effectiveness of rural directional general practitioner training programs.Methods:Through interviews with 63 graduated rural-order tuition-waived medical undergraduates from rural primary medical institutions in Sichuan Province, the standard procedures of spindle encoding and content analysis were used to analyze the influence of the training effect of rural-order tuition-waived medical students on grass-roots public health services.Results:The results showed that the training effect of rural-order tuition-waived medical students mainly reflected in theoretical learning, practical work ability, future career planning and post-graduation education, among which the training effect of theoretical learning and practical work ability was better. Rural-order tuition-waived medical students played a positive role in grass-roots public health services, mainly in the protection of key populations, home prevention and management of the elderly and chronic diseases patients, and home prevention and management of children and pregnant women.Conclusion:The measures for rural-order tuition-waived medical students to provide grass-roots public health services should include that the supporting policies of the state and schools can be continuously improved and implemented, college teachers should pay more attention to the guidance of the humanistic spirit of general medical students, and the curriculum system construction of rural-order tuition-waived medical students should highlight the courses related to grass-roots and general medicine. In the process of student training, we should construct effective practical methods and strengthen post-employment continuing education.
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The objectives of the paper is to more accurate understand the use demands of wise classrooms for medical students, and provide scientific basis for wise classroom managers when formulating wise classroom environment optimization strategies. In the paper, the questionnaire survey method was used to investigate 23 indicators in 4 dimensions of hardware facilities, information technology, teaching methods and medical wise classroom features. And the data of 1 074 questionnaires were analyzed using KANO model analysis technology and satisfaction importance quadrant chart. Among the 23 demand indicators, there are 6 required attributes, 7 expected attributes, 9 charm attributes and 1 non-differential attribute. According to the theoretical importance ranking of the KANO model, wise classroom managers should first improve the quality of indicators related to necessary attributes, give priority to the quality of indicators related to expected attributes, and finally meet the requirements of indicators related to charm attributes. Relevant policies and construction suggestions for smart classrooms are put forward from the three levels of school top-level design, teachers and managers in the paper.
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Objective:To explore the status of medical students' sense of school belonging and its relationship with depression and anxiety symptoms in the context of COVID-19 prevention and control.Methods:An online questionnaire survey was conducted among 1 629 full-time students from 8 medical universities. The 18-item psychological sense of school membership scale (PSSM-18), 9-item patient health questionnaire (PHQ-9), and 7-item generalized anxiety disorder scale (GAD-7) were used as measurements. Spearman correlation coefficients were used to analyze the correlations between PSSM-18, PHQ-9, and GAD-7 scores. Logistic regressions were used to analyze the impact of lack of school belonging on depression and anxiety symptoms.Results:The mean score of school belonging was (77.31±14.12), and the detection rates of depression and anxiety symptoms were 25.97% (423/1 629) and 21.92% (357/1 629), respectively. PSSM-18 score was negatively correlated with PHQ-9 scores ( r=-0.52, P<0.001) and GAD-7 scores ( r= -0.49, P < 0.001). After adjusting for covariates, students with low school belongingness had 4.33 times the risk of depression symptoms ( OR=4.33, 95%CI=2.48-7.43) and 5.85 times the risk of anxiety symptoms ( OR= 5.85, 95%CI=3.76-8.15) compared to students with high school belongingness. Conclusion:Lack of school belonging increases the risk of depression and anxiety symptoms. Under the normalization of COVID-19 prevention and control, the school should strengthen health education and support services to improve the students' sense of belonging and alleviate their mental health problems.
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Objective:To construct the evaluation index system of "early clinical contact" education of undergraduate medical students, and to provide guidance for the evaluation of "early clinical contact" education in medical teaching.Methods:The evaluation index system of "early clinical contact" education of undergraduate medical students was constructed by literature research, Delphi expert consultation and analytic hierarchy process, and the weight of each index was determined. Excel 2010 and SPSS 25.0 were used to make data entry and statistical analysis.Results:The enthusiasm of experts in the two rounds of expert consultation were 100.00%(26/26) and 96.15%(25/26) respectively, the expert authority coefficients were 0.900 and 0.920, and the coordination coefficients were 0.255 and 0.175 respectively ( P < 0.05). The evaluation index system included 4 first-class indexes, 12 second-class indexes and 47 third-class indexes. Conclusion:The index system has high scientificity and reliability. After further verification, it can be used as an evaluation tool for the teaching quality of "early clinical contact" education of undergraduate medical students.
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Objective:To assess freshmen's perception of medical university learning environment, and to provide evidence and suggestions for the university to improve its learning environment in a targeted way.Methods:From March to April 2020, JHLES (Johns Hopkins University Learning Environment Scale) questionnaires were distributed to 260 freshmen from a military medical university. The influence factors of students' scores were analyzed by one-way analysis of variance (ANOVA) and general linear model. SAS 9.4 software was used for statistical analysis.Results:A total of 244 valid questionnaires were collected, with a response rate of 93.85%(244/260). The average score of inclusion and safety dimension was the lowest (2.21±1.08), while the average score of community of peers' dimension was the highest (4.41±0.54). There were significant differences among gender, whether one-child, parents' education level, overall learning environment evaluation and learning interest (all P<0.05). Gender ( P<0.05), learning interest ( P<0.05) and maternal education ( P<0.05) were main influencing factors of students' learning environment perception. Conclusion:Medical universities should further encourage good relationship among students, and enhance students' interest in learning through various measures, especially for female students and students who has relative poorer maternal education.
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Objective:To explore the relation among self-esteem, psychological flexibility and mental health in medical students, and to provide scientific reference for mental health education for medical students.Methods:A total of 788 medical students selected from a medical university in Chongqing City were investigated with the symptom checklist 90 (SCL-90), self-esteem scale (SES), acceptance and action questionnaire-Ⅱ (AAQ-Ⅱ), and cognitive fusion questionnaire-fusion (CFQ-F). SPSS 22.0 software was used for statistical analysis. T test, ANOVA, correlation analysis and tests for mediation effects were conducted. Results:There were significant differences in self-esteem and mental health level among medical students in gender and different grades ( t=-2.55, P<0.05; F=6.53, P<0.05). Mental health, self-esteem and psychological flexibility of medical students were correlated in pairs ( r=-0.528-0.694, P<0.01). Psychological flexibility played a partial mediation role between self-esteem and mental health of medical students, and the mediating effect accounted for 60.03% of the total effect. Conclusion:Self-esteem can directly predict the mental health of medical students, and can also indirectly affect mental health through psychological flexibility. Medical universities should carry out psychological education and promotion work with pertinence.
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Objective:To explore the effect of early clinical clerkship training in the early exposure to clinical practice of eight-year program medical students.Methods:Experimental control method was used in this study. A total of 120 eight-year program medical students in the third year of Batch 2014 to 2016 from the Union Hospital, Tongji Medical College, Huazhong University of Science and Technology were selected as the research objects. The students of each grade were randomly selected by computer and divided into experimental group and control group, with 20 students in each group. Before early clinical exposure, the experimental group received 16 class hours of early clinical clerkship training, while the control group did not receive early clinical clerkship training. After the early clinical exposure, the clinical diagnosis and treatment ability of the two groups of students was compared. SPSS 24.0 software was used for t test. Results:The scores of medical history inquiry of experimental group and control group were [(17.45±1.96) points and (15.95±1.93) points; (18.30±1.03) points and (16.75±1.86) points; (17.95±1.36) points and (16.40±1.60) points, respectively]. The physical examination scores were [(17.75±1.65) points and (16.05±1.64) points; (17.85±1.18) points and (16.80±1.47) points; (18.25±1.16) points and (16.85±1.63) points, respectively]. The clinical judgment scores were [(18.15±1.42) points and (16.35±2.41) points; (18.20±1.24) points and (16.65±1.53) points; (18.35±1.35) points and (16.25±1.83) points, respectively]. Diagnosis and treatment scheme scores were [(17.15±1.57) points and (14.55±2.56) points; (17.30±1.42) points and (15.90±1.48) points; (17.80±1.06) points and (16.35±1.87) points, respectively]. The scores of communication skills were [(17.95±1.15) points and (17.00±1.19) points; (18.55±0.83) points and (17.45±1.50) points; (18.45±1.00) points and (17.45±1.23) points, respectively], with statistically significant differences (all P<0.05). Conclusion:The application of early clinical clerkship training in the early exposure to clinical practice of eight-year program medical students can improve the quality of students' clerkship.
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Objective:To explore the feasibility and application value of case-based learning (CBL) combined with clinical pathway in thoracic surgery practice teaching.Methods:A total of 30 clinical undergraduate students who practiced from January 2018 to August 2018 were selected and randomly divided into the traditional group and the research group. The traditional group used traditional teaching mode, while the research group adopted the CBL combined with clinical pathway teaching. The scores of theoretical examination and practice skills assessment and the case analysis ability of the two groups were compared at the time of department. In addition, the evaluation of the teaching effect of the two groups of teachers and students was observed through anonymous questionnaires. SPSS 21.0 was used for t-test and Chi-square test. Results:The scores of the students in the research group were better than those in the traditional group, including score of theoretical examination [(88.20±4.02) vs. (80.76±4.62), P<0.001], score of practice skills assessment [(90.80±2.16) vs. (84.80±3.07), P<0.001] and case analysis ability [(89.80±3.34) vs. (81.86±4.31), P<0.001]. The differences were statistically significant. At the same time, the questionnaire showed that the research group was superior to the traditional group in improving students' learning interest, clinical skills, case analysis ability, clinical communication ability, theoretical knowledge understanding and clinical thinking ability, with a statistically significant difference ( P<0.05). While the two groups had no statistically significant difference in students' satisfaction with teachers ( P=0.083). Conclusion:The CBL method combined with clinical pathway teaching method can improve the teaching effect of thoracic surgery practice, which is worth popularizing.
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It's the duty of contemporary teachers to cultivate students' independent learning, independent thinking, and self-management ability. This paper reviews the significance of independent learning for cultivating medical students with forward-looking learning ability and cutting-edge medical knowledge. It focuses on the strategies and ideas of cultivating medical students' independent learning ability from the aspects of strategy and evaluation, and tries to provide inspiration and reference for the application of independent learning teaching method in the cultivation of medical students.
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Objective:To study the structure of medical students' professional psychological quality and to compile a questionnaire.Methods:Based on the grounded theory research and semi-structured interviews, the concept and structure of medical students' professional psychological quality were constructed, and the questionnaire of professional psychological quality of medical students with qualified reliability and validity was compiled. The medical students from multiple universities in Sichuan were tested by convenient sampling. A total of 300 valid questionnaires were collected for item analysis, 400 for correlation analysis and exploratory factor analysis, and 400 for confirmatory factor analysis and reliability analysis. SPSS 25.0 was used to perform correlation analysis, exploratory factor analysis, and reliability analysis, and AMOS 26.0 was used to make confirmatory factor analysis.Results:The questionnaire of medical students' professional psychological quality consisted of three subscales: professional psychological personality, professional psychological ability and professional identity, consisting of 13 secondary factors and 61 items. The total Cronbach's α=0.947, the internal consistency coefficients of the total questionnaire and the three subscales were from 0.845 to 0.947, and the correlation coefficients between the three subscales and the total questionnaire were from 0.850 to 0.869. The three factor model fitted well (GFI=0.945, AGFI=0.906, NFI=0.936, RFI=0.906, IFI=0.957, TLI=0.935, RMSEA=0.070). Conclusion:Professional psychological personality, professional psychological ability, and professional identity are the core structures of medical students' professional psychological quality. Medical students' professional psychological quality questionnaire has good content validity, structural validity and internal consistency reliability, which can be used as an effective tool to evaluate the professional psychological quality of medical students.