Levels and influencing variables of adaptation of students in medical university

Abstract

Background

Currently, there are limited studies on the adaptation of medical university students and the factors influencing their adaptation.

Objective

This study aims to evaluate the adaptation status of medical university students, identify the variables influencing their adaptation, and propose scientific methods and strategies for managing their adaptation process.

Methods

A convenient cluster sampling method was used to select 1121 students from a medical university in China. The participants completed an anonymous questionnaire, which included a self-designed general questionnaire and the University Adaptation Scale developed by Fang et al. Data were analyzed using descriptive statistics, t-tests, ANOVA, and multiple linear regression.

Results

A total of 1102 valid questionnaires were collected, revealing an overall adaptation score of 3.42 ± 0.54. Scores for the seven dimensions were as follows : learning adaptation (3.53 ± 0.63), interpersonal relationship adaptation (3.35 ± 0.65), campus adaptation (3.45 ± 0.65), career adaptation (3.50 ± 0.59), emotional adaptation (3.45 ± 0.65), self-adaptation (3.33 ± 0.66), and satisfaction (3.24 ± 0.77). Adaptation levels declined with age and grade increase, while only-child students and urban students scored higher than their counterparts. Students who had class cadre positions during secondary school also scored higher. Clinical medicine majors achieved the highest scores, while nursing majors had the lowest. Notably, 68.6% of students experienced discomfort symptoms at the beginning of the academic year, and 82.0% reported that the COVID-19 pandemic strengthened their desire to major in medicine.

Conclusions

Overall, medical students demonstrated good adaptability, with learning adaptation scoring the highest. Adaptation was influenced by major, intention to study medicine, and demographic factors such as age, grade, and household registration.