Abstract
BackgroundMedical students struggle with a heavy workload during their comparatively long course of study in China. The future of medical science depends largely on whether or not medical students become qualified. This study aims to explore whether medical students’ academic adaptability affects learning outcomes. This paper will not only provide scientific evidence for educators and administrators of medical schools but will also benefit students by improving their aptitude and adaptability through a thorough discussion on their educational environment.MethodsWe conducted a cross-sectional survey from September to December 2016. A total of 1977 respondents completed the questionnaire with a response rate of 79.08%. A cross-sectional survey was used in this study. Descriptive statistics, factor analysis, General Linear Model (GLM) analysis, standard multiple regression, and hierarchical multiple regression were performed for data analysis using the Statistical Package for Social Sciences software (SPSS Version 19.0, SPSS Inc., Chicago, IL, USA).ResultsOut of the 1977 students, 1586 (80.2%) had mean academic adaptability levels over 3. Findings suggested that academic adaptability (Mean = 3.32), immersion in learning (Mean = 3.20), and academic performance (Mean = 3.39), were at the middle level while academic burnout (Mean = 2.17) was at a low level. Academic adaptability of medical students showed a significant negative relation to academic burnout (Beta = − 0.705, P<0.01), there was a significant positive relation between academic adaptability and immersion in learning (Beta = 0.655, P<0.01) and academic performance (Beta = 0.407, P<0.01).ConclusionsHigher levels of academic adaptability are associated with lower levels of burnout and higher levels of immersion in learning and academic performance. It might be helpful for medical schools to consider academic adaptability and ways of enhancing such skills in order to enhance student performance and engagement while in school.
Highlights
Medical students struggle with a heavy workload during their comparatively long course of study in China
The present study investigates academic adaptability among medical students
The results indicate that medical students’ academic adaptability (Mean = 3.33), immersion in learning (Mean = 3.20) and academic performance (Mean = 3.39) were in the middle level, but academic burnout (Mean = 2.17) was at a low level
Summary
Medical students struggle with a heavy workload during their comparatively long course of study in China. This study aims to explore whether medical students’ academic adaptability affects learning outcomes. Since the 1980s, researchers [1] have conducted a lot of theoretical and practical research on the academic adaptability of college students, and have accomplished a series of research achievements, which are gradually becoming extensive. Regarding the concept of academic adaptability, Chinese scholars mostly cite the definition in the Handbook of Academic Adaptability Test edited by Professor Chou Bucheng, a famous Chinese psychologist. This definition states that academic adaptability refers to the tendency of individuals to overcome difficulties and achieve better academic effects [2]
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