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已发表论文
医学生学习热情的影响因素：八年制与五年制项目的比较研究
Authors Kang J, Duan B, Wang Z, Len W, Peng L, Tu C, Hu Z
Received 21 August 2025
Accepted for publication 10 January 2026
Published 20 January 2026 Volume 2026:17 562230
DOI https://doi.org/10.2147/AMEP.S562230
Checked for plagiarism Yes
Review by Single anonymous peer review
Peer reviewer comments 4
Editor who approved publication: Dr Sateesh Arja
Jin Kang,1,2 Bin Duan,3 Zhao Wang,4 Wenjie Len,5 Lele Peng,6 Chao Tu,7 Zhaolan Hu8,9
1Department of Rheumatology and Immunology, The Second Xiangya Hospital of Central South University, Changsha, 410011, People’s Republic of China; 2Clinical Medical Research Center for Systemic Autoimmune Diseases in Hunan Province, Changsha, Hunan, 410011, People’s Republic of China; 3Department of Intensive Care Unit, The Second Xiangya Hospital of Central South University, Changsha, Hunan, People’s Republic of China; 4Department of Urinary Surgery, the Xiangya Hospital, Central South University, Changsha, Hunan, 410008, People’s Republic of China; 5Department of Radiology, The Third Xiangya Hospital, Central South University, Changsha, Hunan, 410013, People’s Republic of China; 6Department of Endocrine and Metabolic, Want Want Hospital, Changsha, Hunan, 410016, People’s Republic of China; 7Department of Orthopedics, The Second Xiangya Hospital of Central South University, Changsha, Hunan, 410011, People’s Republic of China; 8Department of Anesthesiology, The Second Xiangya Hospital, Central South University, Changsha, Hunan, 410011, People’s Republic of China; 9Anesthesia Medical Research Center, Central South University, Changsha, Hunan, 410011, People’s Republic of China
Correspondence: Zhaolan Hu, Email huzhaolan@csu.edu.cn
Background: Understanding the drivers of medical students’ learning enthusiasm is crucial amid concerns about the physician workforce. This study compares China’s five-year and eight-year medical programs, focusing on curriculum design and the effectiveness of assignments.
Objective: To compare learning enthusiasm between the two programs and analyze how assignment design and curriculum influence active learning and critical thinking.
Methods: A cross-sectional study surveyed 504 medical students (98 eight-year, 406 five-year) using the Self-Assessment Scale for Active Learning and Critical Thinking (SSACT).
Results: Significant differences emerged between five-year and eight-year students in geographical origin (χ2 = 22.11, P < 0.001, Cramer’s V = 0.209) and program preference (χ2 = 67.26, P < 0.001, Cramer’s V = 0.366). Eight-year students were more often from provincial capitals (39.80% vs 17.98%) and had chosen their program as a first preference (88.78% vs 68.23%), with stronger clinical career commitment (57.14% vs 36.45%). Lecture engagement was higher in the eight-year cohort. The assignment evaluation showed that both groups invested more than 5 hours per week. Review writing showed differences between the two groups (χ2 = 22.49, P < 0.001, Cramer’s V = 0.212), but eight-year students found it more meaningful (49.49% vs 28.07%). Using the reliable SSACT (Cronbach’s α = 0.892), eight-year students scored higher in active learning (managing study, P = 0.037; summarizing discussions, P = 0.025) and critical thinking (formulating questions, P = 0.034; generating solutions, P = 0.014; connecting knowledge, P = 0.018; developing hypotheses, P = 0.004).
Conclusion: Assignment overload and limited self-study time in the current model may undermine critical thinking and active learning. Reforms should balance task quality with volume to better support educational goals.
Keywords: learning enthusiasm, medical and clinical students education, curriculum design, problem-based learning, critical thinking, SSACT evaluated learning enthusiasm
1Department of Rheumatology and Immunology, The Second Xiangya Hospital of Central South University, Changsha, 410011, People’s Republic of China; 2Clinical Medical Research Center for Systemic Autoimmune Diseases in Hunan Province, Changsha, Hunan, 410011, People’s Republic of China; 3Department of Intensive Care Unit, The Second Xiangya Hospital of Central South University, Changsha, Hunan, People’s Republic of China; 4Department of Urinary Surgery, the Xiangya Hospital, Central South University, Changsha, Hunan, 410008, People’s Republic of China; 5Department of Radiology, The Third Xiangya Hospital, Central South University, Changsha, Hunan, 410013, People’s Republic of China; 6Department of Endocrine and Metabolic, Want Want Hospital, Changsha, Hunan, 410016, People’s Republic of China; 7Department of Orthopedics, The Second Xiangya Hospital of Central South University, Changsha, Hunan, 410011, People’s Republic of China; 8Department of Anesthesiology, The Second Xiangya Hospital, Central South University, Changsha, Hunan, 410011, People’s Republic of China; 9Anesthesia Medical Research Center, Central South University, Changsha, Hunan, 410011, People’s Republic of China
Correspondence: Zhaolan Hu, Email huzhaolan@csu.edu.cn
Background: Understanding the drivers of medical students’ learning enthusiasm is crucial amid concerns about the physician workforce. This study compares China’s five-year and eight-year medical programs, focusing on curriculum design and the effectiveness of assignments.
Objective: To compare learning enthusiasm between the two programs and analyze how assignment design and curriculum influence active learning and critical thinking.
Methods: A cross-sectional study surveyed 504 medical students (98 eight-year, 406 five-year) using the Self-Assessment Scale for Active Learning and Critical Thinking (SSACT).
Results: Significant differences emerged between five-year and eight-year students in geographical origin (χ2 = 22.11, P < 0.001, Cramer’s V = 0.209) and program preference (χ2 = 67.26, P < 0.001, Cramer’s V = 0.366). Eight-year students were more often from provincial capitals (39.80% vs 17.98%) and had chosen their program as a first preference (88.78% vs 68.23%), with stronger clinical career commitment (57.14% vs 36.45%). Lecture engagement was higher in the eight-year cohort. The assignment evaluation showed that both groups invested more than 5 hours per week. Review writing showed differences between the two groups (χ2 = 22.49, P < 0.001, Cramer’s V = 0.212), but eight-year students found it more meaningful (49.49% vs 28.07%). Using the reliable SSACT (Cronbach’s α = 0.892), eight-year students scored higher in active learning (managing study, P = 0.037; summarizing discussions, P = 0.025) and critical thinking (formulating questions, P = 0.034; generating solutions, P = 0.014; connecting knowledge, P = 0.018; developing hypotheses, P = 0.004).
Conclusion: Assignment overload and limited self-study time in the current model may undermine critical thinking and active learning. Reforms should balance task quality with volume to better support educational goals.
Keywords: learning enthusiasm, medical and clinical students education, curriculum design, problem-based learning, critical thinking, SSACT evaluated learning enthusiasm