■学习投入被认为对医学生的身心健康很重要。然而,医学院的学习环境与医学生学习投入之间的关系尚不清楚。本研究旨在确定学习环境对学习投入的积极影响。
■我们从中国12所医科大学收集了10901份有效问卷,和UWES-S用于评估研究参与水平。然后进行皮尔逊卡方检验和韦尔奇的方差分析,以发现研究参与和学习环境之间的关系,亚组分析用于消除混杂因素的可能影响。之后,进行了多变量分析,以证明学习环境是一个独立因素,我们构建了一个列线图作为预测模型。
■采用皮尔逊卡方检验(p<0.001)和韦尔奇方差分析检验(p<0.001),这证明了良好的学习环境有助于获得更高的平均UWES分数。亚组分析也显示出统计学意义(p<0.001)。在多变量分析中,我们可以找到,以“好”为参考,“优秀”(OR=0.329,95CI=0.295-0.366,p<0.001)学习环境有利于学习投入,而“普通”(OR=2.206,95CI=1.989-2.446,p<0.001),“坏”(OR=2.349,95CI=1.597-3.454,p<0.001),和“可怕”(OR=1.696,95CI=1.015-2.834,p=0.044)学习环境只会导致相对较差的学习参与度。根据结果,画了一个列线图,具有预测性辨别和准确性(AUC=0.680)。
■我们得出结论,学校的学习环境是医学生学习投入的独立因素。医学院更高水平的学习环境伴随着更高水平的医学生学习投入。列线图可以作为教育工作者和研究人员的预测参考。
UNASSIGNED: Study engagement is regarded important to medical students\' physical and mental wellbeing. However, the relationship between learning environment of medical schools and the study engagement of medical students was still unclear. This study was aimed to ascertain the positive effect of learning environment in study engagement.
UNASSIGNED: We collected 10,901 valid questionnaires from 12 medical universities in China, and UWES-S was utilized to assess the study engagement levels. Then Pearson Chi-Square test and Welch\'s ANOVA test were conducted to find the relationship between study engagement and learning environment, and subgroup analysis was used to eradicate possible influence of confounding factors. After that, a multivariate analysis was performed to prove learning environment was an independent factor, and we constructed a nomogram as a predictive model.
UNASSIGNED: With Pearson Chi-Square test (p < 0.001) and Welch\'s ANOVA test (p < 0.001), it proved that a good learning environment contributed to a higher mean of UWES scores. Subgroup analysis also showed statistical significance (p < 0.001). In the multivariate analysis, we could find that, taking \"Good\" as reference, \"Excellent\" (OR = 0.329, 95%CI = 0.295-0.366, p < 0.001) learning environment was conducive to one\'s study engagement, while \"Common\" (OR = 2.206, 95%CI = 1.989-2.446, p < 0.001), \"Bad\" (OR = 2.349, 95%CI = 1.597-3.454, p < 0.001), and \"Terrible\" (OR = 1.696, 95%CI = 1.015-2.834, p = 0.044) learning environment only resulted into relatively bad study engagement. Depending on the result, a nomogram was drawn, which had predictive discrimination and accuracy (AUC = 0.680).
UNASSIGNED: We concluded that learning environment of school was an independent factor of medical student\'s study engagement. A higher level of learning environment of medical school came with a higher level of medical students\' study engagement. The nomogram could serve as a predictive reference for the educators and researchers.