Lu Dasheng, Xiong Yuting, Yu Liangjuan, Bao Yilin, Teng Xiaodong, Deng Yanyan, He Changping, Zhang Hongxiang
Department of Cardiology, The Second Affiliated Hospital of Wannan Medical College, Wuhu, China.
Vascular Diseases Research Center of Wannan Medical College, Wuhu, China.
Front Psychol. 2025 Jul 24;16:1621120. doi: 10.3389/fpsyg.2025.1621120. eCollection 2025.
The post-pandemic era has accelerated the integration of digital tools like the Rain Classroom platform into clinical medical education. This study examined factors influencing preclinical medical students' satisfaction with hospital teachers' instruction in this blended learning context at a Chinese medical college.
A retrospective analysis of 278 teaching evaluations was conducted. Preclinical medical students anonymously assessed clinicians through an online teaching evaluation system across three domains: Professionalism (Score1, 30 points), Pedagogical skills (Score2, 40 points), and Learning outcomes (Score3, 30 points). Internal consistency was verified (Cronbach's : Score1 = 0.79, Score2 = 0.83, Score3 = 0.84, total score = 0.95).
We found that class size negatively correlated with all scores (Score1: rho = -0.186, = 0.002; Score2: rho = -0.210, < 0.001; Score3: rho = -0.225, < 0.001). Specialized courses significantly increased odds of high Score3 (OR = 1.928, 95% CI [1.153-3.222], = 0.012) compared to introductory courses. The results revealed that class size and course specialization were significant factors influencing students' overall satisfaction, as indicated by their scores. Teacher demographics (age/gender/degree/title) showed no significant associations (all > 0.05).
Smaller class sizes and specialized courses enhanced satisfaction in Rain Classroom-based blended learning, while instructor characteristics like gender, age, degree, experience, and title did not influence students' satisfaction.
疫情后时代加速了诸如雨课堂平台等数字工具融入临床医学教育。本研究探讨了在中国一所医学院校的这种混合学习环境中，影响临床前医学生对医院教师教学满意度的因素。
对278份教学评价进行回顾性分析。临床前医学生通过在线教学评价系统对临床医生进行匿名评估，评估涉及三个领域：专业素养（得分1，30分）、教学技能（得分2，40分）和学习成果（得分3，30分）。验证了内部一致性（克朗巴哈系数：得分1 = 0.79，得分2 = 0.83，得分3 = 0.84，总分 = 0.95）。
我们发现班级规模与所有得分均呈负相关（得分1：rho = -0.186，p = 0.002；得分2：rho = -0.210，p < 0.001；得分3：rho = -0.225，p < 0.001）。与基础课程相比，专业课程获得高分3的几率显著增加（OR = 1.928，95%可信区间[1.153 - 3.222]，p = 0.012）。结果表明，班级规模和课程专业性是影响学生总体满意度的重要因素，这从他们的得分中可以看出。教师人口统计学特征（年龄/性别/学位/职称）未显示出显著关联（所有p > 0.05）。
较小的班级规模和专业课程提高了基于雨课堂的混合学习中的满意度，而教师的性别、年龄、学位、经验和职称等特征并未影响学生的满意度。
