Difference analysis of self-regulated learning among medical students in Guangzhou universities
10.3760/cma.j.cn116021-20210407-01546
- VernacularTitle:广州地区高校医学生自主学习差异性研究
- Author:
Zhaofei DING
1
;
Li LI
;
Wanxing KANG
;
Hui LIAO
;
Xiaoying ZHOU
Author Information
1. 深圳市第二人民医院学科建设办公室，深圳 518000
- Keywords:
Medical students;
Self-regulated learning;
Guangzhou;
Difference;
Questionnaire on Medical Students' Autonomous Learning
- From:
Chinese Journal of Medical Education Research
2023;22(12):1911-1914
- CountryChina
- Language:Chinese
-
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.
