【摘要】 目的 了解医学生对医学统计学课程的学习态度及预期掌握程度，为促进教学效果的提升提供依据。方法 基于SATS-36量表对塔里木大学医学院的学生开展调查，使用结构方程模型探讨医学统计学学习态度、数学能力及预期掌握程度三者间的影响机制。结果 共有208名医学生完成问卷调查，统计学学习态度均分为（4.55±0.64）分，医学生统计学学习态度比较积极，但也普遍反映医学统计学课程偏难；数学能力通过统计学学习态度对课程预期掌握度产生正向影响且两者对课程的预期掌握度影响均有显著作用。结论 建议通过改善学生对医学统计课程的难度认知、及时纠正学生对统计学习的消极态度、提高数学能力和学习信心，来增加学生对统计学课程的掌握预期，进而促进教学效果的提升。更多还原

【Abstract】 Objective To understand the learning attitude and expected mastery levels of medical students to Medical Statistics courses and provide reference for the promotion of teaching effect. Methods A survey was conducted using the SATS-36 scale to assess the learning attitudes of students at the School of Medicine,Tarim University. Structural equation modeling was employed to examine the influence mechanism among attitude towards learning Medical Statistics, mathematical ability, and expected mastery. Results A total of 208 medical students completed the questionnaire survey, and the mean score of statistical learning attitude was 4. 55±0. 64. The statistical learning attitude of medical students was, on the whole, relatively positive.However, the majority of students surveyed indicated that the Medical Statistics course was challenging.There was a positive correlation between mathematical ability and the expected mastery level of the course,with the former influencing the latter through attitude towards statistical learning. Both factors had a significant impact on the expected mastery level of the course. Conclusion It is recommended that students’ expectations of mastery of the statistics course be increased by improving their perception of the difficulty of the Medical Statistics course, correcting their negative attitudes toward learning statistics in a timely manner,and improving their mathematical ability and confidence in learning. This will contribute to the promotion of teaching effect.更多还原