Questionnaire survey and analysis of the learning status of medical students in some colleges and universities in China / 中华医学教育探索杂志

ABSTRACT

Objective To investigate the current learning status of medical students and related influencing factors, and to improve the quality of medical education. Methods The method of formative assessment and summative assessment was used. Questionnaire survey and data collection were performed among 11760 students from 11 medical colleges and universities in China to analyze their learning motivations, learning attitudes, academic record, and expectations. An analysis of variance and the t-test were used for comparison of general demographic factors. Results The overall score of learning motivations was (1.95±0.57) points (with a full score of 3 points), while there were significant differences between the colleges and universities in different regions , the colleges/universities at different levels , and different specialties (F=49.694, 12.354, and 8.094, P<0.01). The overall score of self-appraised learning attitudes was (2.68±0.78) points (with a full score of 4 points), and there were significant differences between the medical students from different regions, different types of colleges/universities, and colleges at different levels, between the medical students with different sexes, specialties, and grades, and between the military and non-military medical students (F/t=49.476, 19.241, 57.275, 11.513, 4.660, 30.177, and 42.788, P<0.01). The score of expectations for academic record was (2.14±0.95) points (with a full score of 4 points), and there were significant differences between different groups of medical students (F/t=458.503, 149.679, 553.090, 409.184, 29.584, 199.268, and 821.113, P<0.01). The score of overall academic record was (2.43±0.79) points (with a full score of 4 points), and there were significant differences between different groups of medical students (F/t=44.938, 20.305, 47.850, 45.174, 3.769, 20.819, and 81.909, P<0.01). There were significant differences in academic record between the medical students with different learning motivations , expectations , and self-appraised learning attitudes ( F/t=78 . 845 , 1146.000, and 715.012, P<0.01). Conclusion Medical students in China generally have good learning status, which is greatly influenced by general demographic factors. The academic score of medical students in China is positively correlated with learning expectations and attitudes , and learning motivations have a special effect on academic record.