上海交通大学学报（医学版）

›› 2009, Vol. 29 ›› Issue (7): 869-.

• 论著（卫生事业管理） • 上一篇    下一篇

医学生批判性思维能力的调查与分析

章雅青1, 李丽莎2, 吴 平3, 陈 颖1   

  1. 1. 上海医药高等专科学校校长办公室,  上海 201318；2. 上海交通大学 护理学院, 上海 200025；3. 上海交通大学 医学院瑞金医院临床医学院, 上海 200025
  • 出版日期:2009-07-25 发布日期:2009-09-16
  • 作者简介:章雅青（1963—）, 女, 研究员, 博士, 硕士生导师；电子信箱: zhangyqf@yahoo.com.cn。
  • 基金资助:

    上海市卫生局基金(200829)和上海交通大学医学院医学教育发展与研究基金(07207)

Investigation and analysis of critical thinking ability in medical students

ZHANG Ya-qing1, LI Li-sha2, WU Ping3, CHEN Ying1   

  1. 1. Principal Office, Shanghai Institute of Health Sciences, Shanghai 201318, China；2. School of Nursing, Shanghai Jiaotong University, Shanghai 200025, China；3. Ruijin School of Clinical Medicine, School of Medicine, Shanghai Jiaotong University, Shanghai 200025, China
  • Online:2009-07-25 Published:2009-09-16
  • Supported by:

    Shanghai Municipal Health Bureau Foundation, 200829; Medical Education Development and Research Foundation of Shanghai Jiaotong University School of Medicine, 07207

PDF (PC)

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摘要：

目的 了解临床医学专业学生批判性思维能力的现状和相关因素，为高等医学教育改革提供依据。方法 采用整群抽样法，利用批判性思维能力测量表（CTDI-CV）对325名医学生进行调查。结果 医学生的批判性思维能力平均总分>280分，51.08%的学生表现为正性批判性思维能力；7个特质中除寻找真相（37.23分)和系统化能力（39.05分)表现为意义不明确外，其余均表现为正性特质（>40分)；不同性别和学制医学生的批判性思维能力差异存在统计学意义（P<0.05）。结论 医学生的批判性思维能力虽然呈正性，但还存在不足。建立平等的师生关系，不断改革传统的课程体系，创造良好的临床培养环境，以及实行教学形式的多样化等，是进一步提高医学生批判性思维能力的方法。

关键词: 临床医学专业, 医学生, 批判性思维

Abstract:

Objective To investigate the critical thinking ability of medical students and its related factors in order to provide evidence for higher medical education reform. Methods A total of 325 medical students were selected by cluster sampling method, and Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV) was adopted for survery. Results The average total score of critical thinking ability of medical students was above 280, and 51.08% of students showed positive critical thinking ability. Among all the seven critical thinking dispositions, average scores of each item were all positive (>40) except that the significance of truth seeking (37.23) and systematicity (39.05) were indefinite. There were significant differences in critical thinking ability between medical students with different gender and academic years (P<0.05). Conclusion The critical thinking ability of medical students is positive, however, there still exist some shortages. An equal relationship between teachers and students should be established, the traditional course system be continuously reformed, a good environment for clinical training be created, and a variety of teaching methods be implemented to further strengthen the critical thinking ability of medical students.

Key words: clinical medicine, medical students, critical thinking