摘要目的 了解八年制临床医学专业学生自主学习情况,找出医学生培养过程中存在的问题,探索教育教学方法,增强学生自我管理能力.方法 选择北京大学2010级～2014级八年制临床医学专业141名学生为研究对象,采用自制问卷对学生学习总体情况、自我学习管理情况、教学方式、形成性评价4个方面进行调查,并进行个案访谈.调查结果采用秩和检验进行数据分析.结果 78.7％(111/141)的学生对专业有兴趣;二级学科的学生感到更疲惫(Z=-4.450,P＜0.001);39.0％(55/141)学生认为自我学习能力较好;二级学科学生在提前入科/进教室(Z=-5.296,P＜0.001)、晚离科/课后提问(Z =-6.024,P＜0.001)、提前预习/准备第二天工作(Z=-4.975,P＜0.001)、去自习室学习(Z =-2.895,P=0.004)、问病史或查体(Z=-4.48,P＜0.001)、寻求临床教师帮助(Z=-2.98,P=0.003)、寻求高年级同学帮助(Z=-3.172,P=0.002)、自学时间学习(Z=-3.266,P=0.001)方面都较临床阶段本科生主动.63.1％(89/141)的学生认为形成性评价对自我管理能力的提高有帮助,本科生觉得更有帮助(Z =-3.286,P=0.001).结论 通过引导学生(特别是本科生),参与临床教学活动,创新教学方法,不断完善形成性评价,增强临床学生自我管理能力,充分调动学习积极性.

abstractsObjective To understand the independent learning situation of clinical students,find out the problems existing in the training process of medical students,explore education and teaching methods,and enhance students' self-management ability.Methods Questionnaire which was self-designed were utilized to collect data from 141 clinical students in Peking University First Hospital,contains the general situation of learning,self-management,teaching methods and formative evaluation,cooperated with some individual interviews.Data were analyzed by rank sum test.Results 78.7％ (111/141) of the students were interested in medicine.Students of secondary clinical disciplines were more tired (Z =-4.450,P ＜0.001);39.0％ (55/141) of the students thought their self-management were good;Students of secondary clinical disciplines were more active than the clinical undergraduates in arriving early(Z =-5.296,P ＜0.001),leaving late (Z =-6.024,P ＜ 0.001),advance preparation (Z =-4.975,P ＜ 0.001),to study room (Z =-2.895,P =0.004),asking history or checking body (Z =-4.48,P ＜ 0.001),asking teachers for help (Z =-2.98,P =0.003),asking senior classmate for help (Z =-3.172,P =0.002) and learning by self-study time (Z =-3.266,P =0.001).63.1％ (89/141) of the students thought that formative evaluation was helpful for improving self-management,especially the undergraduates (Z =-3.286,P =0.001).Conclusions It can enhance the clinical students' self-management ability and learning enthusiasm by guiding them to participate in clinical teaching activities,innovating teaching methods and keep improving formative evaluation,especially the undergraduates.