医学生职业认同状况的调查分析

Investigation and Analysis of Medical Students’ Professional Identity Status

摘要: 目的：调查分析青岛大学在校医学生的职业认同现状，探讨提升医学生职业认同的培养对策。方法：采用整群随机抽样的方法对青岛大学临床医学及医学影像专业163名学生进行问卷调查，用SPSS 26.0软件对调查结果进行独立样本t检验和单因素方差分析。结果：医学生职业认同总体得分为3.82 ± 0.53。此外，分别从职业认知，职业情感，职业承诺，职业行为，职业环境，职业期望，职业价值观维度综合分析职业认同现状；每个维度得分都在3分以上，以职业价值观得分最高(4.10 ± 0.69)，以职业认知得分最低(3.55 ± 0.56)。在不同年级组的医学生中，职业认同总分的差异具有统计学意义(P < 0.001)，而且在除职业行为外的各个维度上这种统计学意义仍然存在(P < 0.001)。更重要的是，医学生职业认同各个维度(除职业行为)及总体得分都随年级增长而逐步下降。在医学影像专业与临床医学专业的两大群体中，除职业行为外，其他各维度都表现出了显著差异性(P < 0.05)，影像专业医学生得分均高于临床医学专业医学生。此外，是否担任学生干部在职业行为得分方面存在差异(P = 0.027)，是否为独生子女在职业期望得分方面存在差异(P = 0.036)，而性别则在职业认知(P = 0.040)、职业行为(P = 0.001)、职业期望(P = 0.014)三个维度上都表现出显著差异。结论：医学生职业认同水平有待提高，应实施教学改革，加强职业规划和人文教育，在社会各界的共同努力下提高医学生的职业认同感。

Abstract: Objective: To investigate and analyze the status quo of medical students’ professional identity in Qingdao university, and to explore the countermeasures to improve the professional identity of medical students. Methods: A cluster random sampling method was used to conduct a questionnaire survey among 163 students majoring in clinical medicine and medical imaging in Qingdao University. The results were analyzed by independent sample t test and one-way analysis of variance with SPSS 26.0 software. Result: The overall score of medical students’ professional identity was 3.82 ± 0.53. In addition, professional identity was divided into the following seven dimensions: professional cognition, professional emotion, professional commitment, professional behavior, professional environment, professional expectation and professional values. The scores of all dimensions were more than 3 points, among which the score of occupational values was the highest (4.10 ± 0.69) and the score of occupational cognition was the lowest (3.55 ± 0.56). There was a significant difference (P < 0.001) in the total score of occupational identity among different grades of medical students, and the difference still existed in all dimensions except occupational behavior (P < 0.001). More importantly, the professional identity of medical students in all dimensions (except professional behavior) and the overall score decreased with the growth of grade. In the two groups of medical imaging specialty and clinical medicine specialty, there were significant differences in all dimensions except occupational behavior (P < 0.05). The scores of medical imaging specialty were higher than those of clinical medicine specialty. Moreover, whether to serve as a student cadre has a difference in professional behavior score (P = 0.027), whether to be an only child has a difference in professional expectation score (P = 0.036), while gender showed significant differences in three dimensions: professional cognition (P = 0.040), professional behavior (P = 0.001), and professional expectation (P = 0.014). Conclusion: The professional identity of medical students needs to be improved. Teaching reform should be implemented, career planning and humanistic education should be strengthened, and the professional identity of medical students should be improved with the joint efforts of all sectors of society.