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目的:调查某医学院校学生的睡眠现状并行记忆检测,探讨失眠对医学生学习记忆的影响。方法:采用睡眠日志、阿森斯失眠量表、抑郁自评量表和埃普沃斯嗜睡量表等对该校一年级学生行睡眠质量筛查,进一步明确失眠诊断后利用自由词回忆(即刻回忆、延时回忆)、类别产生和运动序列任务检测学习记忆能力。结果:发放调查问卷200份,回收193份(96.5%)。结果显示,失眠学生所占比例为12.4%,与以往研究一致。失眠组的即刻回忆、延时回忆和运动序列任务成绩均显著差于对照组(Z=4.152,3.695,4.020;P<0.001),而类别产生任务成绩无组间差异(Z=0.106,P=0.683)。分层研究显示,抑郁倾向组的即刻回忆、延时回忆和运动序列任务成绩均差于单纯失眠组(Z=5.152,4.695,3.275;P<0.001)。随访3年后学习成绩排名显示,失眠组学生的成绩排名较对照组学生有明显下滑(Z=3.357,P<0.001)。结论:该医学院校失眠学生占有一定比例,失眠对学生学习记忆有一定影响,且有抑郁倾向的失眠学生记忆受损更明显,长期以往进而导致学习成绩的下滑。
Objective: To investigate the memory status quo of students in a medical school and to explore the effect of insomnia on the learning and memory of medical students. Methods: The first-grade pupils of the school were screened for sleep quality using Sleep Log, Insomnia Scale, Self-rating Depression Scale and Epworth’s Sleepiness Scale to further clarify the use of free word memory (immediate memory , Delayed recall), category production and motor sequence tasks to detect learning and memory abilities. Results: 200 questionnaires were distributed and 193 (96.5%) were recovered. The results showed that the proportion of insomnia students was 12.4%, consistent with previous studies. Insomnia group instant recall, delayed recall and exercise sequence task scores were significantly worse than the control group (Z = 4.152,3.695,4.020; P <0.001), while the category task scores were no difference between groups (Z = 0.106, P = 0.683). Hierarchical studies showed that immediate recall, delayed recall and motor sequence tasks in depressive tendency group were all worse than those in simple insomnia group (Z = 5.152, 4.695, 3.275; P <0.001). Three years after follow-up, the rankings showed that students in the insomnia group had a significantly lower ranking than those in the control group (Z = 3.357, P <0.001). Conclusion: Insomnia students occupy a certain proportion of the medical college, insomnia has a certain impact on students’ learning and memory, and insomnia students with depression tend to have more pronounced memory impairment, which in the long run leads to the decline of academic performance.