摘要目的:调查某高校医学本科生批判性思维能力现状，探讨不同特征学生批判性思维能力差异，为医学生批判性思维能力培养提供参考。方法:2022年2月24日至3月7日，采用问卷调查方法，调查某高校一年级至四年级临床医学等专业270名学生的批判性思维能力。采用Kruskal-Wallis检验、Mann-Whitney U检验进行统计分析，构建广义线性混合模型分析各因素对批判性思维能力的影响情况。 结果:学生批判性思维能力总分为292.00(36.25)分，表现为正性倾向。男生和女生的批判性思维能力总分差异无统计学意义[294.50(35.50)分比290.50(39.25)分， P＝0.956]；分析能力、系统化能力、批判性思维的自信心、求知欲评分差异均具有统计学意义[45.00(6.00)分比43.00(7.00)分、40.00(6.00)分比38.00(7.00)分、40.00(6.00)分比38.00(7.00)分、46.00(7.75)分比43.50(9.00)分，均 P <0.05]。 结论:某高校医学本科生虽然大多数表现为正性批判性思维能力，但仍有少数人表现为负性，且部分特质存在性别差异。高校应当重视医学本科生批判性思维能力的引导和培养，尤其需要关注各特质的性别差异，在培养批判性思维能力的同时关注学生的反馈情况。

abstractsObjective:To investigate the current tendencies of critical thinking among undergraduate medical students in a certain university, to explore the differences in critical thinking among students with different characteristics, and inform the cultivation of critical thinking ability in medical students.Methods:From February 24 to March 7, 2022, a questionnaire survey was conducted to investigate the critical thinking tendencies of 270 students in various majors such as clinical medicine from the first to fourth year in a certain university. Kruskal-Wallis test and Mann-Whitney U test were used for statistical analysis. A generalized linear mixed model was constructed to analyze the influence of each factor on critical thinking. Results:The total critical thinking score of the respondents was 292.00(36.25), which showed a positive nature. There was no statistically significant differences in the overall critical thinking scores of students by gender [294.50(35.50) vs. 290.50(39.25), P=0.956]; as observed for each trait, there were gender differences in four critical thinking traits, including analytical ability, systematization ability, self-confidence in critical thinking, and curiosity [45.00(6.00) vs. 43.00(7.00)、40.00(6.00) vs. 38.00(7.00)、40.00(6.00) vs. 38.00(7.00)、46.00(7.75) vs. 43.50(9.00), all P<0.05]. Conclusions:Although most of the undergraduate medical students in a certain university showed positive critical thinking tendencies, a few of them still showed negative ones, and there were significant gender differences in some of the traits. Universities should attach importance to the guidance and cultivation of critical thinking tendencies among undergraduate medical student, especially the gender differences of each trait, and students′ feedback while cultivating critical thinking.