醫學系學生學習壓力與學習倦怠的相關性研究──以甘肅省某醫學院臨床醫學系專科生為例

Study on the Correlation between Study Stress and Study Burnout of Medical Students in the Department of Clinical Medicine in a Medical College, Gansu Province

目的：為瞭解醫學系學生學習壓力與學習倦怠的現況及其相關性，以為緩解臨床醫學生學習倦怠提供科學依據。
方法：以甘肅省某醫學院臨床醫學系2020-2021學年度專科生548人為研究對象，採集束隨機抽樣法抽取258人為樣本，採用SPSS26.0統計軟體進行單因數變異數分析、Spearman等級相關分析與階層複迴歸分析進行資料分析。
結果：一、研究對象是處於高度學習壓力狀態，其中學習壓力高的約占六成七，背景變項中僅有「年級」與學習壓力存在關係；研究對象學習倦怠情況並不嚴重，學習倦怠高的約占三成二，背景變項中僅有「學習成績」與學習倦怠存在關係；另外，研究對象的學習壓力與學習倦怠存在顯著的正相關，學習壓力越大，學習倦怠的程度也越高。
二、在控制背景變項後，研究對象的學習壓力對學習倦怠總變異量可增加了35.8%的解釋力。研究結果顯示，研究對象學習前景壓力、學習成效壓力、課業負擔壓力、學習條件壓力越大者，其學習倦怠越嚴重；但學習氣氛壓力越大者，卻反而越沒有學習倦怠。
建議：建議應從學習前景、學習成效、學習氣氛、課業負擔與學習條件等壓力入手，緩解醫學生學習壓力，以防止學習倦怠產生及加重。

Purpose: In order to understand the current situation of the learning pressure and learning burnout of medical students, and the correlation between learning pressure and learning burnout of students in the department. This provides a scientific basis for alleviating the learning burnout of clinical medical students.
Methods: The 2020-2021 academic year junior college students from the Department of Clinical Medicine of a medical college in Gansu Province were the research objects, with a total of 548 people. A cluster random sampling method was used to sample 258 people. Use SPSS26.0 statistical software for single factor variance analysis, Spearman rank correlation analysis and hierarchical multiple regression analysis for data analysis.
Results: 1. The research object is in a state of high learning pressure, of which about 67% have high learning pressure. Among the background variables, only“grade”is related to learning pressure; the research object is not serious in learning burnout, and learning burnout is high It accounts for about 32%. Among the background variables, only“academic performance”is related to learning burnout; in addition, there is a significant positive correlation between learning pressure and learning burnout of the research subjects. The greater the learning pressure, the higher the degree of learning burnout.
2. After controlling for the background variables, the study pressure of the research subjects can increase the explanatory power of the total variation of learning burnout by 35.8%. The results of the study show that the greater the pressure of the subjects’learning prospects, the pressure of learning effectiveness, the pressure of academic burden, and the pressure of learning conditions, the more serious their learning burnout. But the greater the pressure of the learning atmosphere, the less learning burnout.
Conclusion: It is recommended to start with the pressure of learning prospects, learning effectiveness, learning atmosphere, schoolwork burden and learning conditions to relieve the pressure of medical students to prevent the generation and aggravation of learning burnout