de Oliveira Filho Getúlio R, Vieira Joaquim Edson
Department of Anesthesiology, Nucleus for Research in Medical Education, Hospital Governador Celso Ramos, Florianópolis, SC, Brazil.
Anesth Analg. 2007 Jun;104(6):1467-72, table of contents. doi: 10.1213/01.ane.0000261505.77657.d3.
We designed this study to determine the academic performance of anesthesia residents as related to their differential characteristics on some affective-motivational variables, represented by perceptions about their educational environment, subjective quality of life, and learning and study strategies.
The study sample consisted of 63 anesthesia residents who completed the World Health Organization Quality of Life Inventory, the Dundee Ready Educational Environment Measure, the Learning and Study Strategies Inventory, and a progress test on basic sciences on two to four measurement occasions during a 2-year period. A growth curve model was fit to the academic performance. Mantel-Haenszel tests identified independent predictors of academic performance on progress tests.
Mean rating at the first measuring occasion was 41%. There was a statistically significant improvement over time (slope = 7% per 6-m period; P < 0.01). Analysis of the random effects showed significant individual differences in the intercept. The residents' scores improved at an equivalent rate over the course of the residency. The independent predictors of academic performance were anxiety, motivation, and ability in selecting main ideas.
Knowledge growth on basic sciences during anesthesia residency is significantly associated to the level of anxiety related to study and achievement, to the motivation for learning and for personal improvement, and to the ability in selecting main ideas from subject matters to which residents are exposed during learning episodes.
我们开展这项研究，以确定麻醉住院医师的学业成绩与他们在一些情感动机变量上的差异特征之间的关系，这些变量以他们对教育环境的认知、主观生活质量以及学习和学习策略为代表。
研究样本包括63名麻醉住院医师，他们在两年期间的两到四个测量时段完成了世界卫生组织生活质量量表、邓迪教育环境就绪度测量量表、学习和学习策略量表以及一项基础科学进展测试。对学业成绩拟合了增长曲线模型。Mantel-Haenszel检验确定了进展测试中学业成绩的独立预测因素。
第一次测量时的平均评分是41%。随着时间的推移有统计学上显著的提高（斜率 = 每6个月7%；P < 0.01）。对随机效应的分析显示截距存在显著的个体差异。住院医师的分数在住院期间以相同的速率提高。学业成绩的独立预测因素是焦虑、动机以及选择主要观点的能力。
麻醉住院医师期间基础科学知识的增长与学习和成绩相关的焦虑水平、学习和个人提升的动机以及从住院医师在学习过程中接触的主题中选择主要观点的能力显著相关。
