Department of Burn Surgery, the First Affiliated Hospital of Naval Medical University, Shanghai, People's Republic of China.
Research Unit of key techniques for treatment of burns and combined burns and trauma injury, Chinese Academy of Medical Sciences, Shanghai, People's Republic of China.
BMC Med Educ. 2023 Nov 7;23(1):838. doi: 10.1186/s12909-023-04504-w.
Studies exploring influencing factors of emotional engagement among medical students are scarce. Thus, we aimed to identify influencing factors of medical students' emotional engagement.
We carried out a multi-center cross-sectional study among 10,901 medical students from 11 universities in China. The Chinese version of Utrecht Work Engagement Scale-Student version (UWES-S) was used to evaluate emotional engagement level of medical students. The predictors related to engagement level were determined by the logistic regression analysis. Furthermore, we constructed a nomogram to predict emotional engagement level of medical students.
A total of 10,576 sample were included in this study. The mean emotional engagement score was 74.61(± 16.21). In the multivariate logistic regression model, we found that males showed higher engagement level compared with females [odds ratio (OR) (95% confidence interval (CI)): 1.263 (1.147, 1.392), P < 0.001]. Medical students from the second batches of medical universities had higher engagement level and from "Project 985" universities had lower engagement level compared with 211 project universities [OR (95%CI): 1.376 (1.093, 1.733), P = 0.007; OR (95%CI): 0.682 (0.535, 0.868), P = 0.002]. Medical students in grade 4 and grade 2 presented lower engagement level compared with in grade 1 [OR (95%CI): 0.860 (0.752, 0.983), P = 0.027; OR (95%CI): 0.861 (0.757, 0.980), P = 0.023]. Medical students lived in provincial capital cities had higher engagement level compared with in country [OR (95%CI): 1.176 (1.022, 1.354), P = 0.024]. Compared with eight-year emotional duration, medical students in other emotional duration (three-year and four-year) had lower engagement level [OR (95%CI): 0.762 (0.628, 0.924), P = 0.006]. Medical students' engagement level increased with increases of grade point average and interest in studying medicine. Medical students learned by converging style showed lower engagement level [OR (95%CI): 0.827 (0.722, 0.946), P = 0.006] compared with accommodating style. The model showed good discriminative ability (area under curve = 0.778), calibrating ability and clinical utility.
We identified influencing factors of medical students' emotional engagement and developed a nomogram to predict medical students' emotional engagement level, providing reference and convenience for educators to assess and improve emotional engagement level of medical students. It is crucial for educators to pay more attention to emotional engagement of medical students and adopt effective strategies to improve their engagement level.
目前针对医学生情感投入影响因素的研究较少。因此，本研究旨在确定医学生情感投入的影响因素。
我们在中国 11 所大学的 10901 名医学生中开展了一项多中心横断面研究。采用中文版 Utrecht 工作投入量表-学生版（UWES-S）评估医学生的情感投入水平。采用 logistic 回归分析确定与投入水平相关的预测因素。此外，我们构建了一个列线图来预测医学生的情感投入水平。
共纳入 10576 名样本。情感投入平均得分为 74.61（±16.21）。多因素 logistic 回归模型显示，与女性相比，男性表现出更高的投入水平[比值比（OR）（95%置信区间（CI））：1.263（1.147，1.392），P<0.001]。与 211 项目高校相比，第二批医科院校和“985 项目”高校的医学生投入水平更高，而“985 项目”高校的医学生投入水平较低[OR（95%CI）：1.376（1.093，1.733），P=0.007；OR（95%CI）：0.682（0.535，0.868），P=0.002]。与一年级相比，四年级和二年级的医学生投入水平较低[OR（95%CI）：0.860（0.752，0.983），P=0.027；OR（95%CI）：0.861（0.757，0.980），P=0.023]。省会城市的医学生比农村地区的医学生投入水平更高[OR（95%CI）：1.176（1.022，1.354），P=0.024]。与八年情感投入时间相比，其他情感投入时间（三年和四年）的医学生投入水平较低[OR（95%CI）：0.762（0.628，0.924），P=0.006]。随着平均绩点和对学医兴趣的增加，医学生的投入水平也随之提高。与适应型学习风格相比，融合型学习风格的医学生投入水平较低[OR（95%CI）：0.827（0.722，0.946），P=0.006]。该模型具有较好的区分度（曲线下面积为 0.778）、校准能力和临床实用性。
本研究确定了医学生情感投入的影响因素，并构建了预测医学生情感投入水平的列线图，为教育工作者评估和提高医学生情感投入水平提供了参考和便利。教育工作者应更加关注医学生的情感投入，并采取有效策略提高其投入水平。
