| Abstract |
Objective: Taking medical students in a medical college in Xinjiang as an example, to investigate the correlation between related factors in the process of “online” teaching mode and students independent learning ability, and to provide theoretical basis for improving “online” teaching mode. Methods: From September to November in 2020, an electronic questionnaire survey was conducted among 1298 students of a medical college in Xinjiang province, and the basic situation and satisfaction of students “online” learning as well as the status quo of students independent learning ability were investigated to understand the shortcomings of the current “online” teaching mode of the school. And analyzed the“online” teaching process may affect the students independent ability of the related factors.Results: The total score of autonomous learning ability of medical students in a college in Xinjiang was 68.0510.99. The results of multiple linear regression analysis showed that students overall evaluation of “online” teaching (T =2.56, P<0.05, 95%CI= 0.44-3.34), rationality and enrichment (T =3.35, P<0.05, 95%CI= 1.05-4.01), teachers teaching attitude (T =2.51, P<0.05, 95%CI= 0.36-2.93), teachers satisfaction with classroom interaction and“online”question answering (t=2.45, P<0.05, 95%CI= 0.32-2.94) were correlated with the scores of students autonomous learning ability. Conclusion: At present, there is still room to improve the independent learning ability of medical students in a medical college in Xinjiang. The “online”teaching mode should be improved from the aspects of rationality and enrichment of teaching, teaching attitude of teachers, classroom interaction of teachers and “online”question answering, so as to enhance students independent learning ability.
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