School of Medicine and Health Management, Tongji Medical College, Huazhong University of Science and Technology, #13 Hangkong Road, Wuhan, Hubei Province, 430030, P. R. China.
Major Disciplinary Platform under Double First-Class Initiative for Liberal Arts at Huazhong University of Science and Technology (Research Center for High-Quality Development of Hospitals, Wuhan, Hubei Province, 430030, P. R. China.
BMC Med Educ. 2024 Nov 26;24(1):1370. doi: 10.1186/s12909-024-06364-4.
This study aimed to explore the relationship between knowledge sharing (KS) and knowledge hiding (KH), and the influence of study climate (SC), interpersonal trust (IT) and sharing intention (SI) on KS and KH among Chinese medical undergraduates within the same framework.
A cross-sectional study was conducted among 761 undergraduates from two medical colleges in Wuhan, China. Measurements included five scales on KS, KH, SC, IT and SI. Three path analysis was performed using a structural equation model (SEM) to examine the influence of SC, IT, and SI on KS and KH for medical students with different academic performance levels.
The mean scores for SC, IT, SI, KS and KH of medical students were 3.79 ± 0.67, 3.92 ± 0.62, 4.05 ± 0.64, 3.68 ± 0.68 and 1.64 ± 0.67, respectively. Path analysis showed that KS and KH were weakly related among three academic performance subgroups (coefficients ranging from -0.193 to -0.112). IT was significantly positively associated with KS (β = 0.268, 0.112 and 0.227, respectively, all P<0.05) among all three subgroups, while IT was negatively associated with KH among medical student with good and average academic performance (β = -0.200 and -0.117, respectively, all P < 0.05). SC could indirectly positively influence KS and negatively influence KH through IT and SI regardless of their academic performance; SC had no direct influence on KH, while only a weak negative influence on KS was identified in the average academic performance group (β=-0.132, P < 0.05). For students with good, below average, and average performance, the models explained 48.7%, 36.3% and 42.0% of the variance in KS, and 34.6%,17.0% and 26.3% of those in KH, respectively.
KS and KH could coexist among medical students in China. The influence of SC and IT on KS and KH varied among medical students with different academic performance. The results demonstrated that educators could develop knowledge management strategies targeting students with different academic performance.
本研究旨在探讨知识共享（KS）与知识隐藏（KH）之间的关系，并在同一框架内探讨学习氛围（SC）、人际信任（IT）和共享意愿（SI）对中国医学生 KS 和 KH 的影响。
对来自中国武汉两所医学院的 761 名本科生进行横断面研究。测量包括 KS、KH、SC、IT 和 SI 的五个量表。使用结构方程模型（SEM）进行了 3 个路径分析，以检验 SC、IT 和 SI 对不同学业成绩水平医学生 KS 和 KH 的影响。
医学生 SC、IT、SI、KS 和 KH 的平均得分分别为 3.79±0.67、3.92±0.62、4.05±0.64、3.68±0.68 和 1.64±0.67。路径分析显示，在三个学业成绩亚组中，KS 和 KH 之间的相关性较弱（系数范围为-0.193 至-0.112）。在所有三个亚组中，IT 与 KS 呈显著正相关（β=0.268、0.112 和 0.227，均 P<0.05），而 IT 与学业成绩良好和中等的医学生 KH 呈负相关（β=-0.200 和-0.117，均 P<0.05）。无论学业成绩如何，SC 均可通过 IT 和 SI 间接正向影响 KS，负向影响 KH；SC 对 KH 无直接影响，仅在学业成绩中等组中发现对 KS 的弱负向影响（β=-0.132，P<0.05）。对于学业成绩优秀、中下和中等的学生，模型分别解释了 KS 方差的 48.7%、36.3%和 42.0%，解释了 KH 方差的 34.6%、17.0%和 26.3%。
中国医学生中可能同时存在 KS 和 KH。SC 和 IT 对 KS 和 KH 的影响因学业成绩不同的医学生而异。研究结果表明，教育工作者可以针对不同学业成绩的学生制定知识管理策略。
