地方医学院校临床医学硕士研究生培养质量满意度调查及影响因素分析

  目的  了解临床医学硕士研究生培养质量满意度现状及其影响因素，为完善医学人才培养模式、提高培养质量提供依据。  方法  使用自行设计的《临床医学硕士研究生培养质量满意度调查问卷》对1907名临床医学硕士研究生进行问卷调查，采用多元线性回归分析研究生培养质量满意度的影响因素。  结果  临床医学硕士研究生培养质量总体满意度为81.44%，各维度满意度得分从高到低分别是导师14（12，15）分、课程教学19（17，22）分、管理与服务18（16，23）分、科研环境12（10，14）分。多元逐步回归分析结果显示:课程教学维度的课程考核方式〔偏回归系数（Β）=0.048， 95%CI :0.002~0.095， P=0.042〕及老师的教学方法（Β=0.041， 95%CI :0.010~0.072， P=0.011），科研环境维度的科研成果产出（Β=0.033， 95%CI :0.002~0.064， P=0.038），导师能力维度的导师科研能力（Β=0.035， 95%CI :0.005~0.065， P=0.022）是影响临床医学硕士研究生培养质量满意度的重要因素。  结论  临床医学硕士研究生培养质量满意度有待提高，地方医学院校应采取多元化课堂考核方式，恰当使用现代化教学方法，加大科研经费投入，鼓励科研成果产出，持续更新导师科研教学观念。

Student Satisfaction Survey of Postgraduate Programs of Clinical Medicine at Regional Medical Schools and the Influencing Factors

  Objective   To investigate the status quo of satisfaction with postgraduate education of clinical medicine and the influencing factors, so as to provide references for promoting improvements in the education model and the program quality of medical personnel training.   Methods  A self-developed Clinical Medicine Postgraduate Program Quality Satisfaction Questionnaire was used to conduct a survey among 1907 postgraduate students of clinical medicine, and multivariate linear regression was used to analyze the influencing factors of postgraduate students’ satisfaction with the quality of the program.   Results  The overall satisfaction rate with the quality of the postgraduate clinical medical program was 81.44%, and the satisfaction score ranking of different dimensions from the highest to the lowest were 14 (12, 15) for supervisors, 19 (17, 22) for curriculum and instruction, 18 (16, 23) for management and survices, and 12 (10, 14) for research environment. The results of multiple stepwise regression analysis showed that the course evaluation method 〔partial regression coefficient (Β)=0.048, 95% CI: 0.002-0.095, P=0.042〕 and teacher's teaching methodology (Β=0.041, 95% CI: 0.010-0.072, P=0.011) of the dimension of curriculum and instruction, research outcomes (B=0.033, 95% CI: 0.002-0.064, P=0.038) of the research environmrnt dimension, the supervisor's research ability (B=0.035, 95% CI: 0.005-0.065, P=0.022) of the supervisor's ability dimention were important factors influencing the satisfaction with the quality of postgraduate clinical medical training.  Conclusion  Satisfaction with the quality of postgraduate clinical medical training still needs further improvement. Regional medical schools should adopt diversified course evaluation methods, appropriately use modern instructional methods, increase investment in research funding, encourage research outputs, and help the supervisors continuously update their teaching and research philosophies.