中华医学教育杂志

中华医学教育杂志 ›› 2025, Vol. 45 ›› Issue (1): 3-10.DOI: 10.3760/cma.j.cn115259-20241013-01067

• 医学人文教育 • 上一篇    下一篇

医师职业精神:内涵、评价与培养

闻德亮1, 李鸿鹤2   

  1. 1中国医科大学医学教育评价与改革研究院,沈阳 110122;
    2中国医科大学医学教育评价与改革研究院课程与教学研究室,沈阳 110122
  • 收稿日期:2024-10-13 出版日期:2025-01-01 发布日期:2025-01-03
  • 通讯作者: 闻德亮, Email: dlwen@cmu.edu.cn
  • 基金资助:
    2022年度辽宁省教育厅课题面上项目(LJKMR20221216)

Medical professionalism: concept, assessment, and cultivating

Wen Deliang1, Li Honghe2   

  1. 1Institute of Health Professions Education Assessment and Reform, China Medical University, Shenyang 110122, China;
    2Department of Curriculum and Teaching, Institute of Health Professions Education Assessment and Reform, China Medical University, Shenyang 110122, China
  • Received:2024-10-13 Online:2025-01-01 Published:2025-01-03
  • Contact: Wen Deliang, Email: dlwen@cmu.edu.cn
  • Supported by:
    General Project of the Liaoning Provincial Department of Education in 2022 (LJKMR20221216)

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摘要： 医师职业精神是医学人文教育的核心内容,关系到医疗卫生质量、患者安全与人民福祉。本文在对医师职业精神内涵的分析基础上,阐释了医师职业精神的评价策略与培养原则,并进一步构建了职业精神评价与培养体系。本研究认为,医师职业精神的内涵发展体现在时间、文化和主体3个维度,其内涵从个体职业道德延伸至系统内部的互动关系,其内涵的发展逻辑在于医学模式的进步、教育目标的升级和医学实践的利他性要求。医师职业精神的评价策略体现在评价指标的多维构建、评价形式的组合应用和评价管理的纵向延续等3个方面,其培养需要坚持连续性原则、注重情境性迁移和关注深层复杂性。因此,本文提出了医师职业精神的培养与评价体系框架,能够为医学教育工作者构建医师职业精神培养方案、设置课程以及实施多阶段、多种评价方法提供参考。

关键词: 医师职业精神, 内涵, 评价, 培养, 医学教育

Abstract: Medical professionalism (MP) constitutes the core of medical humanities education, intimately tied to healthcare quality, patient safety, and public well-being. Based on an analysis of the essence of MP, this paper elucidates the assessment strategies and cultivation principles of MP, and further establishes a framework for accessing and fostering MP. The study contends that the evolution of MP is manifested across three dimensions: time, culture, and subjectivity. Its connotations extend from individual professional ethics to the interactive relationships within the healthcare system. The underlying logic of this evolution lies in the upgrading of educational objectives, advancements in medical paradigms, and the altruistic demands inherent in medical practice. The assessment strategies for MP encompass three aspects: multidimensional construction of assessment indicators, combined application of assessment methods, and longitudinal continuity in assessment management. Its cultivation necessitates adherence to the principle of continuity, emphasis on situational transfer, and attention to underlying complexity. Consequently, this paper proposes a framework for the cultivation and assessment of MP, serving as a reference for medical educators in designing cultivation programs, setting curricula, and implementing multi-stage, diverse assessment approaches.

Key words: Professionalism, Concept, Assessment, Teaching, Medical education

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