Table 1_Factors influencing preclinical medical students’ satisfaction with hospital teachers’ instruction in a blended learning environment integrating the rain classroom platform in China.docx

ObjectiveThe post-pandemic era has accelerated the integration of digital tools like the Rain Classroom platform into clinical medical education. This study examined factors influencing preclinical medical students’ satisfaction with hospital teachers’ instruction in this blended learning context at a Chinese medical college.
MethodsA retrospective analysis of 278 teaching evaluations was conducted. Preclinical medical students anonymously assessed clinicians through an online teaching evaluation system across three domains: Professionalism (Score1, 30 points), Pedagogical skills (Score2, 40 points), and Learning outcomes (Score3, 30 points). Internal consistency was verified (Cronbach’s α: Score1 = 0.79, Score2 = 0.83, Score3 = 0.84, total score = 0.95).
ResultsWe found that class size negatively correlated with all scores (Score1: rho = −0.186, p = 0.002; Score2: rho = −0.210, p < 0.001; Score3: rho = −0.225, p < 0.001). Specialized courses significantly increased odds of high Score3 (OR = 1.928, 95% CI [1.153–3.222], p = 0.012) compared to introductory courses. The results revealed that class size and course specialization were significant factors influencing students’ overall satisfaction, as indicated by their scores. Teacher demographics (age/gender/degree/title) showed no significant associations (all p > 0.05).
ConclusionSmaller class sizes and specialized courses enhanced satisfaction in Rain Classroom-based blended learning, while instructor characteristics like gender, age, degree, experience, and title did not influence students’ satisfaction.

研究目的 后疫情时代加速了雨课堂（Rain Classroom）等数字化工具在临床医学教育中的融合应用。本研究以国内某医学院校为研究场景，探讨混合式教学模式下临床前期医学生对医院带教教师授课满意度的影响因素。
研究方法 本研究对278份教学评价问卷开展回顾性分析。临床前期医学生通过在线教学评价系统，匿名从三个维度对临床带教教师进行评分：职业素养（评分1，满分30分）、教学技能（评分2，满分40分）与学习成效（评分3，满分30分）。本研究验证了该评价工具的内部一致性，克朗巴赫α系数（Cronbach’s α）分别为评分1=0.79、评分2=0.83、评分3=0.84，总量表α=0.95。
研究结果 研究显示，班级规模与各维度评分均呈显著负相关：评分1的rho=-0.186，p=0.002；评分2的rho=-0.210，p<0.001；评分3的rho=-0.225，p<0.001。与入门课程相比，专业课程可显著提升获得高评分3的发生比值比（OR=1.928，95%置信区间[1.153-3.222]，p=0.012）。结果证实，班级规模与课程专业化程度是影响学生整体满意度的显著因素，该结论体现在各维度的评分结果中。教师人口统计学特征（年龄、性别、学历、职称）与各评分维度均无显著关联（所有p>0.05）。
研究结论 在基于雨课堂的混合式教学场景中，缩小班级规模与开设专业课程可有效提升临床前期医学生的满意度，而教师的性别、年龄、学历、职称等人口统计学特征则对学生满意度无显著影响。