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Abstract：
BACKGROUND: Among Chinese medical students, medical statistics is often perceived as a formidable subject. While existing research has explored the attitudes of Chinese postgraduate medical students towards statistics and its impact on academic performance, there is a scarcity of studies examining the attitudes of Chinese medical undergraduates on this subject. This study endeavors to scrutinize the attitudes of Chinese medical undergraduates towards statistics, assessing their ramifications on learning achievements, and delving into the influence of demographic factors.
METHODS: 1266 medical undergraduates participated in this study, completing a questionnaire that included SATS-36 and additional queries. Furthermore, an examination was administered at the end of the medical statistics course. The analysis encompassed the SATS score and exam scores, examining both the overall participant population and specific demographic subgroups.
RESULTS: Undergraduate medical students generally exhibit a favorable disposition towards statistics concerning Affect, Cognitive Competence, and Value components, yet harbor less favorable sentiments regarding the Difficulty component of SATS-36, aligning with previous research findings. In comparison to their postgraduate counterparts, undergraduates display heightened enthusiasm for medical statistics. However, they demonstrate a lower cognitive capacity in statistics and tend to underestimate both the value and difficulty of learning statistics. Despite these disparities, undergraduate medical students express a genuine interest in statistics and exhibit a strong dedication to mastering the subject. It is noteworthy that students\' attitudes toward statistics may be influenced by their major and gender. Additionally, there exists a statistically significant positive correlation between learning achievement and the Affect, Cognitive Competence, Value, Interest, and Effort components of the SATS-36, while a negative correlation is observed with the Difficulty component.
CONCLUSIONS: Educators should carefully consider the influence of attitudes toward statistics, especially the variations observed among majors and genders when formulating strategies and curricula to enhance medical statistics education.
METHODS: 1266 medical undergraduates participated in this study, completing a questionnaire that included SATS-36 and additional queries. Furthermore, an examination was administered at the end of the medical statistics course. The analysis encompassed the SATS score and exam scores, examining both the overall participant population and specific demographic subgroups.
RESULTS: Undergraduate medical students generally exhibit a favorable disposition towards statistics concerning Affect, Cognitive Competence, and Value components, yet harbor less favorable sentiments regarding the Difficulty component of SATS-36, aligning with previous research findings. In comparison to their postgraduate counterparts, undergraduates display heightened enthusiasm for medical statistics. However, they demonstrate a lower cognitive capacity in statistics and tend to underestimate both the value and difficulty of learning statistics. Despite these disparities, undergraduate medical students express a genuine interest in statistics and exhibit a strong dedication to mastering the subject. It is noteworthy that students\' attitudes toward statistics may be influenced by their major and gender. Additionally, there exists a statistically significant positive correlation between learning achievement and the Affect, Cognitive Competence, Value, Interest, and Effort components of the SATS-36, while a negative correlation is observed with the Difficulty component.
CONCLUSIONS: Educators should carefully consider the influence of attitudes toward statistics, especially the variations observed among majors and genders when formulating strategies and curricula to enhance medical statistics education.
摘要：
背景：在中国医学生中，医学统计通常被认为是一个令人生畏的学科。虽然现有研究探讨了中国研究生医学生对统计学的态度及其对学业成绩的影响，缺乏研究中国医学本科生对这一主题的态度的研究。本研究试图审查中国医学本科生对统计学的态度，评估他们对学习成就的影响，深入研究人口因素的影响。
方法：1266名医学本科生参加了这项研究，填写包括SATS-36和其他查询的问卷。此外，医学统计课程结束时进行了检查。分析包括SATS分数和考试成绩，检查总体参与者人口和特定的人口统计亚组。
结果：本科医学生通常对有关情感的统计数据表现出良好的倾向，认知能力，和价值组件，然而，对SATS-36的困难部分抱有较少的好感，与以前的研究结果一致。与他们的研究生相比，本科生对医学统计表现出更高的热情。然而,他们在统计学方面表现出较低的认知能力，并且倾向于低估学习统计学的价值和难度。尽管存在这些差异,本科医学生对统计学表现出真正的兴趣，并表现出对掌握该主题的强烈奉献精神。值得注意的是，学生对统计的态度可能会受到他们的专业和性别的影响。此外,学习成绩与情感之间存在统计学上显著的正相关,认知能力，值,利息,和SATS-36的努力分量，而与困难分量呈负相关。
结论：教育工作者应仔细考虑对统计学的态度的影响，特别是在制定加强医学统计教育的策略和课程时，观察到专业和性别之间的差异。
方法：1266名医学本科生参加了这项研究，填写包括SATS-36和其他查询的问卷。此外，医学统计课程结束时进行了检查。分析包括SATS分数和考试成绩，检查总体参与者人口和特定的人口统计亚组。
结果：本科医学生通常对有关情感的统计数据表现出良好的倾向，认知能力，和价值组件，然而，对SATS-36的困难部分抱有较少的好感，与以前的研究结果一致。与他们的研究生相比，本科生对医学统计表现出更高的热情。然而,他们在统计学方面表现出较低的认知能力，并且倾向于低估学习统计学的价值和难度。尽管存在这些差异,本科医学生对统计学表现出真正的兴趣，并表现出对掌握该主题的强烈奉献精神。值得注意的是，学生对统计的态度可能会受到他们的专业和性别的影响。此外,学习成绩与情感之间存在统计学上显著的正相关,认知能力，值,利息,和SATS-36的努力分量，而与困难分量呈负相关。
结论：教育工作者应仔细考虑对统计学的态度的影响，特别是在制定加强医学统计教育的策略和课程时，观察到专业和性别之间的差异。
