某应用型本科医学生心理韧性与学习倦怠现状及关系的调查

目的 以黑龙江省某医学院校的学生为研究对象,了解应用型本科医学生心理韧性和学习倦怠现状并探讨二者之间的关系,找出影响医学生学习倦怠的影响因素,为提高医学生的学习效率提供参考性建议。方法 采用单纯随机抽样的方法对黑龙江省某应用型本科医学院校的1 290名在校医学生进行问卷调查。结果 本次研究结果发现:⑴心理韧性:黑龙江省某医学院校学生总体得分为(87.52±8.65),女生得分高于男生(t=3.820,P＜0.001),大二学生得分最低,大四学生得分最高(F=8.569,P＜0.001);⑵学习倦怠:黑龙江省某医学院校医学生总体得分为(62.83±7.48),女生得分高于男生(t=5.931,P＜0.001),大一学生得分最低,大四学生得分最高(F=15.085,P＜0.001);⑶医学生心理韧性与学习倦怠之间呈负相关(r=-0.115,P＜0.001),回归分析结果显示心理韧性对学习倦怠有的负向预测作用(B=-0.100,P＜0.001)。结论 本次调查结果显示,心理韧性和学习倦怠均在正常中等水平,且心理韧性对学习倦怠的产生有很好的抑制作用。在进行学习倦怠心理干预时一定要有针对性地进行,充分考虑性别和年级的差异。

Investigation on current situation and relationship between mental resilience and learning burnout of application-oriented medical undergraduates

Objective To understand the current situation of mental resilience and learning burnout of application-oriented medical undergraduates in a medical college in Heilongjiang Province, explore the relationship between mental resilience and learning burnout, and find out the influencing factors of learning burnout, so as to provide the reference suggestions for improving the learning efficiency of the medical students. Methods A questionnaire survey was conducted among 1 290 college students selected by the simple random sampling method in an application-oriented medical college in Heilongjiang Province. Results ⑴ Mental resilience: The overall score of college students was (87.52±8.65), and the scores of the girls were significantly higher than that of the boys (t=3.820, P<0.001), and the scores of the sophomores were the lowest, and the scores of the seniors were the highest (F=8.569, P<0.001). ⑵ Learning burnout: The overall score of college students was (62.83±7.48), and the scores of the girls were significantly higher than that of the boys (t=5.931, P<0.001). The freshman had the lowest scores, but the senior had the highest scores (F=15.085, P<0.001). ⑶ There was a significantly negative correlation between mental resilience and learning burnout of the medical college students (r=-0.115, P<0.001). The regression analysis showed that mental resilience had a negative predictive effect on learning burnout (B=-0.100, P<0.001). Conclusion The results of this survey show that both mental resilience and learning burnout are in the normal medium level, and mental resilience has a good inhibitory effect on learning burnout. In the psychological intervention of learning burnout, we should carry out in a targeted manner, and fully consider the gender and grade differences.