Difference analysis of self-regulated learning among medical students in Guangzhou universities / 中华医学教育探索杂志

ABSTRACT

Objective:To investigate the current situation of medical students' autonomous learning in Guangzhou universities, analyze the main factors that affect medical students' self-regulated learning, and explore the strategy for improving the ability of medical students' self-regulated learning.Methods:A stratified sampling survey was conducted among 2 480 medical students from 6 universities in Guangzhou using the self-designed "Questionnaire on Medical Students' Autonomous Learning". SPSS 22.0 was used for statistical analysis of the collected data.Results:There were statistically significant differences in the frequency of self-regulated and professional learning ( χ2=21.33, P<0.001), the self-regulated learning effectiveness and gender differences ( χ2=4.86, P=0.027), the scholastic year system and self-regulated learning necessity cognition ( χ2=4.65, P=0.031), and the family guidance and the suitability of self-learning method selection ability ( χ2=32.43, P<0.001). Conclusions:The schools, individuals and families jointly influence the self-regulated learning of medical students. The three parties should cooperate with each other to improve the self-regulated learning ability of medical students and cultivate high-quality medical talents with life-long learning ability.