Lyndon Mataroria P, Henning Marcus A, Alyami Hussain, Krishna Sanjeev, Yu Tzu-Chieh, Hill Andrew G
Ko Awatea, Auckland, New Zealand.
Counties Manukau District Health Board, Auckland, New Zealand.
J Med Educ Curric Dev. 2017 Jul 31;4:2382120517721901. doi: 10.1177/2382120517721901. eCollection 2017 Jan-Dec.
The purpose of this study was to determine the impact of a revised curriculum on medical student academic motivation, burnout, and quality of life.
This cross-sectional comparative study involved 2 medical school cohorts of second year and fourth year medical students at The University of Auckland: a cohort under a traditional curriculum (n = 437) and a cohort under a revised curriculum (n = 446). Participants completed self-reported questionnaires measuring academic motivation, burnout, and quality of life. Two multivariate analyses of covariance (MANCOVAs) were conducted.
The response rate was 48%. No statistically significant differences were found between curriculum cohorts for mean scores of academic motivation, personal burnout, and quality of life. However, differences were found when comparing preclinical medical students and students in their clinical years of training. In comparison with Year 2 medical students, the MANCOVA for Year 4 students showed a significant main effect for the revised curriculum with respect to both physical and environmental quality of life.
A revised medical curriculum had a differential effect on quality of life for Year 4 students in the latter years of medical school who are based in a clinical learning environment.
本研究旨在确定修订后的课程对医学生学术动机、职业倦怠和生活质量的影响。
这项横断面比较研究涉及奥克兰大学的两个医学院二年级和四年级医学生队列：一个是传统课程下的队列（n = 437），另一个是修订课程下的队列（n = 446）。参与者完成了自我报告问卷，以测量学术动机、职业倦怠和生活质量。进行了两项多变量协方差分析（MANCOVA）。
回复率为48%。在学术动机、个人职业倦怠和生活质量的平均得分方面，课程队列之间未发现统计学上的显著差异。然而，在比较临床前医学生和临床培训阶段的学生时发现了差异。与二年级医学生相比，四年级学生的MANCOVA显示，修订后的课程在身体和环境生活质量方面有显著的主效应。
修订后的医学课程对医学院后期处于临床学习环境的四年级学生的生活质量有不同的影响。
