CAJ | 학술논문

目的：了解医学生的学习投入与专业认同的情况。方法采用乌得勒支学习投入量表和职业认同量表，对上海交通大学医学院195名医学生进行调查，同时选取该校99名非医学生作为对照。结果临床医学、口腔医学专业学生专业课程与非专业课程学习投入较预防医学与医学检验、护理学专业学生高，专业认同强，差异有统计学意义。临床医学专业学生的专业认同最强，预防医学与医学检验专业学生的专业认同最弱。临床医学专业本科生较研究生专业课程学习投入多，专业认同强。医学不同专业、不同学历学生，其学习投入与专业认同呈正相关。医学生与非医学生学习投入与专业认同总分的差异无统计学意义，但医学生学习投入的“奉献”度高，职业认同的“把握感、有意义感、自我效力感和自己决定感”高，差异有统计学意义。结论专业认同越强，学习投入越多，但学生总体学习投入不多。医学生学习投入较多，专业认同稍强。
목적：료해의학생적학습투입여전업인동적정황。방법채용오득륵지학습투입량표화직업인동량표，대상해교통대학의학원195명의학생진행조사，동시선취해교99명비의학생작위대조。결과림상의학、구강의학전업학생전업과정여비전업과정학습투입교예방의학여의학검험、호이학전업학생고，전업인동강，차이유통계학의의。림상의학전업학생적전업인동최강，예방의학여의학검험전업학생적전업인동최약。림상의학전업본과생교연구생전업과정학습투입다，전업인동강。의학불동전업、불동학력학생，기학습투입여전업인동정정상관。의학생여비의학생학습투입여전업인동총분적차이무통계학의의，단의학생학습투입적“봉헌”도고，직업인동적“파악감、유의의감、자아효력감화자기결정감”고，차이유통계학의의。결론전업인동월강，학습투입월다，단학생총체학습투입불다。의학생학습투입교다，전업인동초강。
Objective To know the status of work engagement and specialty identity of medical students. Methods Based on Utrecht work engagement scale (UWES) and vocational identity scale, 195 medical students and 99 non-medical students from Shanghai Jiao Tong University were investigated. Results Scores of work engagement and specialty identity of students from clinical medicine and stomatology were higher than that of students from preventive and laboratory medicine and nursing, with statistical significance. Students from clinical medicine had the highest score of specialty identity, while students from preventive and medicine had the lowest. Undergraduate students from clinical medicine had higher scores of work engagement and specialty identity than graduate students. There was a positive correlation between work engagement and specialty identity. There was no statistical significance in work engagement and specialty identity between medical and non-medical students. But medical students had higher sense of dedication, certainty, significance, self-efficacy and self-decision, with statistical significance. Conclusions The more specialty identity, the more work engagement. Work engagement and specialty identity of students in our study is not very much, but medical students had higher sense than non-medical students.