Objective:To analyze the self-efficacy of medical students in independent learning and its influencing factors, and to explore the ways to improve their self-learning ability.Methods:A questionnaire survey was conducted among medical students in 6 medical institutions of higher learning in Guangdong Province. A total of 2 480 questionnaires were issued, and 2 282 were recovered. SPSS 19.0 was used to conduct statistical analysis including Kruskal-Wall test and multiple comparisons.Results:There were 47.72% of the medical students who had a strong autonomous learning drive, and more than half of the medical students had strong autonomous learning ability with strong self-efficacy of independent learning. The influence of family location, family guidance degree and different grades on self-efficacy of medical students was different, and there was no significant difference between 5-year and 8-year clinical medical students in self-efficacy of independent learning.Conclusion:Family factors have a great influence on self-efficacy, and senior medical students have the strong ability of self-learning compared with junior medical students. Therefore, we should give full play to the positive impacts of family and school factors to further improve the independent learning ability and efficiency of medical students.

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.