中华医学教育杂志

中华医学教育杂志 ›› 2022, Vol. 42 ›› Issue (5): 434-438.DOI: 10.3760/cma.j.cn115259-20211116-01403

• 人文素质教育 • 上一篇    下一篇

南京医科大学临床医学硕士专业学位研究生新生的医学人文素养现状及其影响因素

王梦婷1, 谭港锐2, 吴亚楠3, 王锦帆4   

  1. 1南京医科大学医政学院2020级公共管理专业硕士研究生,南京 211166;
    2南京医科大学马克思主义学院2020级人文医学专业硕士研究生,南京 211166;
    3南京医科大学医政学院2021级公共管理专业硕士研究生,南京 211166;
    4南京医科大学医患沟通研究中心,南京 211166
  • 收稿日期:2021-11-16 出版日期:2022-05-01 发布日期:2022-04-28
  • 通讯作者: 王锦帆, Email: yhgt2013@njmu.edu.cn

Status quo and influencing factors of medical humanistic literacy of freshmen graduate students with a master's degree in clinical medicine in Nanjing Medical University

Wang Mengting1, Tan Gangrui2, Wu Yanan3, Wang Jinfan4   

  1. 1Master Degree Candidate of Public Administration, Enrolled in 2020, School of Health Policy & Management, Nanjing Medical University, Nanjing 211166, China;
    2Master Degree Candidate of Humanities Medicine, Enrolled in 2020, School of Marxism, Nanjing Medical University, Nanjing 211166, China;
    3Master Degree Candidate of Public Administration, Enrolled in 2021, School of Health Policy & Management, Nanjing Medical University, Nanjing 211166, China;
    4Doctor-patient Communication Center, Nanjing Medical University, Nanjing 211166, China
  • Received:2021-11-16 Online:2022-05-01 Published:2022-04-28
  • Contact: Wang Jinfan, Email: yhgt2013@njmu.edu.cn

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摘要： 目的 调查并分析临床医学硕士专业学位研究生新生(以下简称新生)的医学人文素养现状及其影响因素,为优化高校医学人文教育提供参考。方法 2021年9至11月,采用整群抽样法选取南京医科大学2021级1 589名新生为调查对象,根据文献研究并结合实际情况自制问卷调查其医学人文素养现状,采用多元线性回归方法进行影响因素分析。结果 共有1 572名新生参与了本研究。新生的医学人文素养评分为(84.23±8.18)分。多元线性回归分析结果显示,对中国传统医德的了解程度(b=0.300,P＜0.001)、本科院校医学人文课程丰富程度(b=0.097,P＜0.001)、参加志愿实践的频率(b=0.088,P＜0.001)、自主学习的频率(b=0.110,P＜0.001)、自身创新意识和思维(b=0.116,P＜0.001)等均与个体医学人文素养相关,上述变量可以解释临床医学硕士医学人文素养变异的62.1%。结论 新生的医学人文素养总体状况良好。新生对中国传统医德的了解、在学习过程中获得的医学人文教学资源与支持、新生的自主学习能力和创新思维是其医学人文素养的影响因素。医学院校可以通过加强中国传统医德学习、优化院校人文教育资源与支持、建立自主学习模式等方式,提高新生的医学人文素养。

关键词: 研究生, 临床医学, 专业学位, 医学人文素养, 影响因素

Abstract: Objective To investigate and analyze the current situation of medical humanistic literacy and its influencing factors of freshmen (hereinafter referred to as freshmen) for master's degree in clinical medicine, so as to provide reference for optimizing medical humanistic education in colleges and universities. Methods From September to November 2021, a cluster sampling method was used to select 1 589 freshmen enrolled in 2021 in Nanjing Medical University as the survey objects. According to the literature research and combined with the actual situation, a questionnaire was made to investigate the current situation of their medical humanistic literacy, and influencing factors were analyzed by the multiple linear regression. Results A total of 1 572 freshmen participated in this study. The total score of medical humanistic literacy of freshmen was 84.23±8.18. The results of multiple linear regression analysis showed that the degree of understanding of traditional Chinese medical ethics (b=0.300, P<0.001), the richness of medical humanities courses during undergraduate education (b=0.097, P<0.001), the frequency of participating in voluntary practice (b=0.088, P<0.001), the frequency of autonomous learning (b=0.110, P<0.001), self-innovative thinking and awareness (b=0.116, P<0.001) are all related to their medical humanistic quality. The above variables can explain the variation of master's medical humanities literacy (62.1%). Conclusions The overall condition of the freshmen's medical humanities is good. The freshmen's understanding of traditional Chinese medical ethics, the medical humanities teaching resources and support obtained in the learning process, the ability of autonomous learning and innovative thinking are the influencing factors of their medical humanistic quality. Medical colleges can improve the medical humanistic literacy of the graduates by strengthening the study of traditional Chinese medical ethics, optimizing the humanities education resources and providing support from colleges and universities and establishing an independent learning model.

Key words: Graduate, Clinical medicine, Professional degree, Medical humanistic literacy, Influencing factors

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