课程思政视域下医学生思政素养现状及影响因素研究

目的　为推进医学院校课程思政教育改革工作，充分掌握医学生思政素养现状及其影响因素，发现思政素养及课程思政建设存在的问题，为课程思政教育改革提供参考依据，特开展本研究。方法　采用问卷调查法针对某医学院校2 145 名本科生思政素养现状及影响因素进行调研。思政素养共涉及国家方针政策、家国情怀和社会责任、职业兴趣与职业发展、专业伦理和道德法制、人文精神和科学精神5 个方面。结果　医学生思政素养总体得分为4.20±0.77，学生在思政素养的5 个方面得分具有统计学意义（P ＜ 0.05）；家国情怀和社会责任得分最高，职业兴趣与职业发展得分最低；对医学生总体思政素养得分进行单因素分析显示，所在年级、专业类型、是否为学生干部、高考医学志愿是否为本人选择以及就读专业是否为意向志愿方面差异均具有统计学意义(P ＜ 0.05)。结论　医学生思政素养的总体水平待提升，职业兴趣与职业发展教育是未来课程思政教育的重点内容。课程思政教育十分必要，要充分把握医学教育发展规律，考虑学生专业学习的阶梯式成长特征，科学系统、循序渐进设计思政教育路径。

Analysis of current situation and influencing factors of ideological and political quality withinmedical students from the perspective of ideological and political theories teaching in all courses

Objective　This study aims to advance the ideological and political education reform in medical school, to fully understand the current situation and influencing factors of medical students’ ideological and political quality, and to figure out the problems on students’ ideological and political quality and its comprehensive development, providing referential basis for the reform of ideological and political education. Method　In February 2020, questionnaire survey was conducted to investigate the current situation and influencing factors of ideological and political quality of 2145 undergraduates in a medical school. The ideological and political quality involves 5 major aspects: national policy; national identity and social responsibility; career interest and professional development; professional ethics and legal awareness; humanistic quality and scientific spirit. Results　The average score of ideological and political quality of medical students is 4.20±0.77. The students’ scores in five aspects of the ideological and political quality are statistically significant (P <0.05). The scores of national identity and social responsibility are the highest, and the scores in career interest and professional development are the lowest. Single factor analyses of the overall ideological and political quality in medical students indicate that factors such as grade, major, whether they are student cadres, whether their university and majors are chosen by themselves, and whether their current majors are their desired choice are statistically significant (P<0.05). Conclusion　The overall ideological and political quality remains to be improved and career interest and professional development education should be the priority in ideological and political education. The ideological and political education is supposed to follow the educational pattern and take into consideration of the evolving characteristics of medical education with scientific and systemic approach, designing the ideological and political education pathway in a gradual and orderly manner.