摘要目的:编制具有科学性、实用性的医学生死亡教育体验式学习需求评估工具，并检验其信度和效度。方法:2023年1至2月，基于前期质性研究和文献研究结果形成评估工具条目池，采用目的抽样法对14名专家进行德尔菲专家函询。2023年2至4月，采用便利抽样法，选取16个省级行政区、23所院校的1 108名医学生进行问卷调查，以分析条目并进行信度和效度检验。结果:构建出的医学生死亡教育体验式学习需求评估工具，包括"希望学习到的死亡教育内容"和"感兴趣的死亡教育教学方式"2个部分，共有14个维度53个条目，2个部分的累积方差贡献率分别为87.52%和85.52%, χ2和自由度之比( χ2/ DF)分别为5.452和4.627，近似误差均方根( RMSEA)分别为0.069和0.062，拟合优度指数( GFI)分别为0.860和0.927，比较拟合优质指数( CFI)分别为0.957和0.972、规范拟合指数( NFI)分别为0.948和0.964、增值拟合指数( IFI)分别为0.957和0.972、非标准拟合指数( TLI)分别为0.950和0.965。总评估工具的克朗巴赫系数为0.985，重测信度系数为0.712。 结论:医学生死亡教育体验式学习需求评估工具具有较好的信度和效度，可以作为调查医学生对死亡教育体验式学习需求的可靠工具。

abstractsObjective:To develop an assessment tool on experiential learning needs for death education in medical students with scientificity and practicality, and to test its reliability and validity.Methods:Between January and February 2023, an item pool for the assessment tool was developed based on findings from prior qualitative research and literature review. Using purposive sampling, a Delphi consultation was conducted with 14 experts. From February to April 2023, a convenience sampling strategy was employed to survey 1 108 medical students from 23 institutions across 16 provinces and municipalities. The survey data were used for item analysis as well as reliability and validity testing.Results:The experiential learning needs assessment tool for medical students in death education was developed to include 2 sections: ″desired content in death education″ and ″preferred teaching methods″, comprising 14 dimensions and 53 items. The cumulative variance contribution rates for the two sections were 87.52% and 85.52%, respectively. The ratio of χ2 and degrees of freedom ( χ2/ DF) were 5.452 and 4.627, the root mean square error of approximation ( RMSEA) were 0.069 and 0.062, the goodness of fit indices ( GFI) were 0.860 and 0.927, the comparative fit quality indices ( CFI) were 0.957 and 0.972, the normative fit indices ( NFI) were 0.948 and 0.964, the incremental fit indices ( IFI) were 0.957 and 0.972; and the non-normed fit index ( TLI) were 0.950 and 0.965. The overall Cronbach′s α coefficient of the tool was 0.985, and the test-retest reliability coefficient was 0.712. Conclusions:The assessment tool on experiential learning needs for death education in medical students demonstrated good reliability and validity, which can be used as a reliable tool to investigate the needs of medical students for experiential learning in death education in the future.