INVESTIGATION ON MEDICAL STUDENTS’ SENSE OF SOCIAL RESPONSIBILITY AND ANALYSIS OF EMOTIONAL BEHAVIOR CHANGES -- A CASE STUDY OF COLLEGE STUDENTS IN HEFEI
Authors: Chen Jin , Yang Kai , Zhou Yi , Liu Ping , Hu Jifen , Wei Xue , Wang Jinsong 
Published: July 2022

Abstract

Background
Responsibility is the source of a country's survival and development. Social responsibility is everyone's moral concern and sense of responsibility for others in a specific society. Medical students' sense of social responsibility is particularly important. At present, the current situation of social responsibility education for medical students in Hefei has not been reported. This study aims to provide some operable evaluation indicators for educational administrative departments and schools, clarify the direction and focus of improving medical students' sense of social responsibility, and further promote colleges and universities to cultivate responsible and responsible medical students who meet social needs and all-round development. At the same time, this study also aims to explore the changes of medical students' emotional behavior towards medical ethics after clarifying the sense of social responsibility.

Subjects and Methods
Taking two medical colleges in Hefei as the survey points, using the principle of stratified random cluster sampling, 22 classes in grade one, 19 classes in grade two and 17 classes in grade three were selected by stratified random cluster sampling. All the students in the selected class participated in the survey. The survey was approved by the school, and the respondents volunteered to participate in the study. 2372 medical students in Hefei medical college were investigated by stratified random clustering method, Social Responsibility Questionnaire and self-made basic situation questionnaire. The questionnaire survey was conducted in class. The head teacher of the investigation class and the personnel trained in advance cooperate to guide the students. In order to verify the impact of change on emotion, this study used relevant scales to investigate. The State Trait Anxiety Inventory (STAI) compiled by Spielberger et al was used for measurement. The purpose of this questionnaire is to provide a tool for clinical physicians to assess different anxiety states and personality traits. The questionnaire consists of 40 descriptive questions, including guidance and two subscales. Items 1-20 are the State Anxiety Scale (STAI, form-i, hereinafter referred to as s-ad). Half of them are items describing negative emotions and half are items describing positive emotions. It is mainly used to evaluate the experience or feeling of fear, tension, anxiety and neuroticism at the immediate or recent specific time or situation. It can be used to evaluate state anxiety under stress. Items 21-40 are the trait anxiety scale (STAI, form-l, T-AI), It is used to evaluate people's frequent emotional experience. Among them, 11 items are items describing negative emotions and 9 items are items describing positive emotions. Then, fill in the questionnaire and take it back on the spot. A total of 2500 social responsibility questionnaires and basic information questionnaires were distributed in this survey. There was no significant difference between each age group and S-Al score; The T-AI score was the highest in the second grade male group (average 42.8). Factor analysis: both scales can obtain anxiety factors and non anxiety factors. Reliability structure validity test: the correlation coefficient of test repeated test score s-ai is 0.88 and t-al is 0.90. The correlation coefficient between s-ai and T-AI scores was 0.84 in the initial test and 0.77 in the retest. Consistency meets expectations.

Results
After verification and supplementary adjustment, 2372 valid questionnaires were finally recovered, and the effective recovery rate was 94.88%. The overall level of social responsibility of medical students in Hefei is high, with an average of 133 ± 19.70 and a score range of 31-155. Among them, there is no difference in the total score of students' social responsibility whether they are only children or not. Compared with boys, girls have higher psychological maturity and stronger sense of responsibility. Second grade students scored higher in sense of responsibility than first and third grade students. In addition, students who have served as student cadres and achieved excellent results scored higher. Through the trait anxiety questionnaire test, it is found that: 1. There is no significant difference between men and women in the scores of s-ai and T-AI. 2. 2. Grade 2 has the highest score: s-ai44 05 (male), 47.01 (female); T-AI37. 64 (male), 40.03 (female). Secondary school students are second, the group is third, and the staff is the lowest: s-ai35 72, (male), 35.20 (female); T-AI34. 89 (male) 34.79 (female). 3. S-ai score is slightly lower than T-AI score under natural conditions: s-ai score is high under stress and low under relaxation, while T-AI score is not affected. 4. The young group is slightly higher than the old group. 5. Compared with the pathological group, the mean scores of the two scales were higher in the pathological group. 6. The correlation coefficient between s-ai and T-AI score is 0.59-0.75. Factor analysis of the scoring results showed that both subscales had anxiety existence factor and anxiety absence factor.

Conclusion
To strengthen school social responsibility education, we should pay attention to gender and psychological differences, and consider guiding students in lower grades and poor grades.

Acknowledgement
Supported by project grant from the key research projects of sciences in colleges of Anhui Province (SK2018A0850, SK2019A0937 and 2021jyxm0739) and the Innovation Team Project of Anhui Medical College (WJH202010t).