Study on the relationship between supervisors'guidance and the personal ability of postgraduates in the Professional Master's Program in Clinical Medicine:role of learning engagement and learning burnout
Objective To analyze the role of learning engagement and learning burnout in the relationship between supervisors'guidance and the personal ability of postgraduates in the Professional Master's Program in Clinical Medicine.Methods A total of 4 016 postgraduates in the Professional Master's Program in Clinical Medicine from 61 colleges were surveyed in 2020.Common method bias was assessed using the Harman's single factor test and total score was determined by the entropy weight method.Causality and mediation effect were analyzed by linear regression,and mediation effect was tested by Bootstrapping.Results The average scores of supervisors'guidance,learning burnout,learning engagement and personal ability were(4.13±0.87),(2.49±1.11),(3.88±0.83),and(3.71±0.78),respectively.Supervisors'guidance significantly and positively impacted learning engagement(β=0.689,P<0.001)and personal ability(β=0.504,P<0.001).Learning engagement played a partial mediating role(89.30%of mediation effect)between supervisors'guidance and personal ability.Learning burnout(interaction term β=0.078,P<0.001)positively regulated the relationship between supervisors'guidance and learning engagement.Conclusions Learning engagement can mediate the effect of supervisors'guidance on the personal ability of postgraduates in the Professional Master's Program in Clinical Medicine,and learning burnout positively regulates the effect of supervisors'guidance on learning engagement.Strengthened supervisors'guidance,increased attention to students'learning burnout,and enhanced learning engagement can further improve the personal abilities of postgraduates in the Professional Master's Program in Clinical Medicine.
Postgraduates in the Professional Master's Program in Clinical MedicineSupervisors'guidanceLearning burnoutLearning engagementPersonal ability
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