DETERMINANTS AND STRUCTURAL DIMENSIONS OF THE ATTRACTIVENESS OF IDEOLOGICAL AND POLITICAL COURSES AMONG MEDICAL STUDENTS
Article Sidebar
Main Article Content
Abstract
Purpose: Enhancing the appeal of ideological and political courses is pivotal for strengthening the effectiveness of ideological and political work in universities and ensuring long-term social stability. Focusing on the specific cohort of medical and pharmaceutical students, this study aims to systematically investigate the constituent elements and internal structure of the appeal of these courses and to develop a standardized measurement tool.
Study Design/Methodology/Approach: A mixed-methods research design was employed. First, in-depth interviews were conducted with 26 medical and pharmaceutical students, and text analysis was used to extract the core elements and construct a preliminary theoretical model. Subsequently, a measurement scale was developed based on the interview findings. A survey was then administered to 500 students, and Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were performed using SPSS 27.0 and AMOS 24.0 to test the reliability and validity of the instrument.
Findings: The results indicate that the appeal of ideological and political courses for medical and pharmaceutical students comprises four dimensions: Value-driven Force, Cognitive Constructive Force, Situational Embeddedness Force, and Teaching Supportive Force. Empirical evidence showed that the Cronbach’s alpha coefficient of the scale was 0.981, and all fit indices met the requirements of psychometrics.
Originality/Value: Data analysis further revealed that medical and pharmaceutical students place significantly higher importance on the dimension of Cognitive Constructive Force. The instrument developed in this study demonstrates high reliability and provides a scientific basis and practical reference for medical colleges to accurately evaluate and optimize the quality of ideological and political teaching.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Chinese Journal of Social Science and Management Editorial Division
The Office of Research and Development, Panyapiwat Institute of Management
85/1 Moo 2, Chaengwattana Rd., Bang Talat, Pakkred, Nonthaburi 11120, Thailand
Tel. 02 855 01048 E-mail: cjssm@pim.ac.th
References
Amos, J. R., Zhang, Z., Angrave, L., Liu, H., & Shen, Y. (2021). A UDL-based large-scale study on the needs of students with disabilities in engineering courses. In 2021 ASEE Annual Conference & Exposition Proceedings (p. 33769). American Society for Engineering Education. https://doi.org/10.18260/1-2--36627
Byrne, R. (2008). The secret. China City Press.
Creswell, J. W., & Clark, V. L. P. (2016). Designing and conducting mixed methods research. Sage Publications.
Guest, G., Namey, E., & Chen, M. (2020). A simple method to assess and report thematic saturation in qualitative research. PLoS One, 15(5), e0232076. https://doi.org/10.1371/journal.pone.0232076
Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate data analysis (5th ed.). Prentice Hall.
He, Y. B. (2017). Strategies for enhancing the attractiveness of the Marxist journalism course in universities. Chinese Journalist, (10), 59-60. [in Chinese]
Hu, T. C. (1996). Reforming teaching content and methods to enhance the attractiveness and effectiveness of the course “contemporary capitalism”. Tsinghua Journal of Education, (1), 49-55. [in Chinese]
Jiang, G. S. (2020). Creativity: Making the course of morality and rule of law more attractive. Secondary School Political Teaching Reference, (6), 42-43. [in Chinese]
Leong, A. M. W., & Li, J. X. (2011). Optimizing English teaching for tourism management majors: An analysis of students’ learning behavioral characteristics at Macau University of Science and Technology. Tourism Tribune, 26(2), 89-94. [in Chinese]
Liu, B. B. (2019). Dilemmas and strategies of teaching reform of public elective courses in secondary vocational schools based on learners’ needs. Theory and Practice of Education, 39(21), 21-23. [in Chinese]
Liu, J., & Tomasi, S. D. (2015). The effect of professor’s attractiveness on distance learning students. The Journal of Educators Online, 13(2), 142-165. https://eric.ed.gov/?id=EJ1068396
Parks, F. R., & Kennedy, J. H. (2007). The impact of race, physical attractiveness, and gender on education majors’ and teachers’ perceptions of student competence. Journal of Black Studies, 37(6), 936-943. https://doi.org/10.1177/0021934705285955
Ran, X. (2012). Strategies for improving the attractiveness of the course “Situation and policy” in universities—A case study of Beijing Normal University. Theory and Practice of Education, 32(27), 61-62. [in Chinese]
Simiyu, J. W. (2018). Factors that influence the attractiveness of a technical and vocational education and training centre: A case study of a technical institute in Kenya. A Technological University Dublin Journal of Research and Innovation, 7(1), 5. https://arrow.tudublin.ie/level3/vol7/iss1/5
Tan, H. C. (2021). Research on ways to enhance the attractiveness of university ideological and political theory courses to college students in the new era. Theory and Practice of Education, 41(33), 36-39. [in Chinese]
Weiss, K., Di Gangi, S., Inauen, M., Senn, O., & Markun, S. (2024). Changes in the attractiveness of medical careers and career determinants during the bachelor’s program at Zurich medical schools. BMC Medical Education, 24(1), 693. https://doi.org/10.1186/s12909-024-05693-8
Yang, L. M. (2009). The attractiveness and sustainable development of vocational education: From mechanism design to curriculum reconstruction. Vocational Education Forum, (33), 4-8. [in Chinese]
Yun, H., & Wang, S. Y. (2019). Research on MOOC video quality evaluation based on video attractiveness analysis. Heilongjiang Researches on Higher Education, (4), 152-155. [in Chinese]
