基于积极心理学的医学生自主学习能力的干预研究
An Intervention Study on the Autonomous Learning Ability of Medical Students Based on Positive Psychology

本文从激发学习动机能力、选择学习内容能力、使用学习策略能力、评价学习结果能力、营造学习环境能力五个维度编写《医学生自主学习能力自我评价问卷》，对A市某专科医学院校临床医学专业，一共400名学生进行了问卷调查。针对在前测中表现不理想的自主学习能力，用团体辅导的方法对实验班进行干预。干预之后，再次采用自编问卷测试实验班学生自主学习能力的变化情况，回收130份有效问卷，通过SPSS分析了实验班和对照班前后测数据。结果发现，“激发学习动机能力”“选择学习内容能力”“使用学习策略能力”维度上出现了极显著差异(p < 0.01)；在“营造学习环境能力”维度上出现显著的差异(p < 0.05)；在“评价学习结果能力”维度上没有显著差异(p > 0.05)；在总体上有显著差异。研究结论，干预对于提高医学生自主学习能力具有一定积极效果。
This paper compiled the Questionnaire for Self-Assessment of Autonomous Learning Ability of Medical Students from five dimensions: the ability to stimulate motivations of learning, the ability to choose the contents of learning, the ability to use strategies of learning, the ability to evaluate the outcome of learning and the ability to create environments of learning. The target people were the clinical medicine major at a medical college in A city, and a total of 400 students accepted this questionnaire survey. In view of the ability of self-learning which was not ideal in the pre-test, group guidance was used to intervene in the experimental class. After the intervention, a self-designed questionnaire was used again to test the change in the ability of autonomous learning in the experimental class. 130 valid questionnaires were collected and the data in the pre-test and post-test of both the experimental class and the control class were analyzed by SPSS. The results showed that there were significant differences in the ability to stimulate motivations for learning, choose contents of learning, and use strategies of learning (p <0.01); there were also significant differences in the dimension of ability to create learning environment (p < 0.05); there was no significant difference in the dimension of the ability to evaluate the outcome of learning (p > 0.05); there were significant differences in the overall. The conclusion indicated that the intervention had a positive effect on improving the ability of autonomous learning of medical students.