河北医学院校大学生获得感的调查研究

目的 调查医学院校大学生的获得感及其对获得重要性的看法。 方法 2017年3月5-20日,采用自编《大学生获得感问卷》调查了河北省三所医学院校的616名在校大学生的获得感。调查分为“获得情况”和“获得重要性”两个方面。 结果 616名医学院大学生获得感的四个因子之间差异有统计学意义(F=281.519,P=0.000),自我成长最高(0.81±0.19),情感获得第二(0.76±0.18),物质获得第三(0.70±0.20),知识技能获得最低(0.59±0.27);大学生的获得重要性差异有统计学意义(F=606.984,P=0.000),最重视精神方面的获得,特别是个人成长(2.90±0.14),其次是知识与技能(2.76±0.22)和情感获得(2.72±0.24),物质获得重要性最低(2.47±0.29);在获得感和获得重要性方面,不同年级的学生有各自的特点,不同群体的学生也存在差别,但是总体趋势相同。 结论 河北医学院校大学生最注重自我成长获得类的精神获得,而在实际获得方面自我成长获得感最高,知识技能获得感不足。获得感存在群体差异。

Sense of acquisition among medical college students in Hebei

Objective To investigate the sense of acquisition and the views on the importance of acquisition among medical college students in Hebei. Methods The self-compiled Questionnaire of College Students' Sense of Acquisition was used to survey 616 students from three medical colleges in Hebei Province from 5th to 20th March, 2017. Results There were statistically significant differences in the four factors concerning sense of acquisition among the medical college students (F=281.519, P=0.000). The score of self-growth was the highest (0.81±0.19), followed by affection acquisition (0.76±0.18), material acquisition (0.70±0.20) and knowledge and skill acquisition (0.59±0.27). The importance of acquisition showed statistically significant differences among the medical college students (F=606.984, P=0.000). They paid special attention to mental acquisition. The score of self-growth was the highest (2.90±0.14), followed by knowledge and skill acquisition(2.76±0.22), affection acquisition(2.72±0.24)and material acquisition(2.47±0.29). As for the sense of acquisition and the importance of acquisition, the students with different grades had their own characteristics, and differences did exist among students from different groups, but the total trend was similar. Conclusions The medical college students in Hebei pay special attention to the mental acquisition about self-growth. In the aspect of practical acquisition, the sense of acquisition about self-growth is satisfactory, whereas the knowledge and skill acquisition is insufficient. There exist group differences in the sense of acquisition.