中华医学教育杂志

中华医学教育杂志 ›› 2026, Vol. 46 ›› Issue (10): 796-800.DOI: 10.3760/cma.j.cn115259-20251115-01461

• 国外医学与比较医学教育 • 上一篇    

英国格拉斯哥大学医患沟通课程的实践与借鉴

胡赛1, 楼亨通2, 傅晔柳3, 徐小明4   

  1. 1浙江大学医学院附属第四医院口腔科,义乌 322000;
    2浙江大学医学院附属第四医院急诊医学科,义乌 322000;
    3浙江大学医学院附属第四医院临床营养科,义乌 322000;
    4浙江大学医学院附属第四医院 浙江大学“一带一路”国际医学院 国际医学教育研究中心,义乌 322000
  • 收稿日期:2025-11-15 出版日期:2026-10-01 发布日期:2026-09-30
  • 通讯作者: 徐小明, Email: xiaomingxu@zju.edu.cn
  • 基金资助:
    2025年浙江省教育厅一般科研项目(Y202558315);浙江大学2025年国际学生教育研究课题(2025-GJXSJYYJ-B-023)

Practice and implications of the clinical communication curriculum at the University of Glasgow, UK

Hu Sai1, Lou Hengtong2, Fu Yeliu3, Xu Xiaoming4   

  1. 1Department of Stomatology, The Fourth Affiliated Hospital, Zhejiang University School of Medicine, Yiwu 322000, China;
    2Department of Emergency Medicine, The Fourth Affiliated Hospital, Zhejiang University School of Medicine, Yiwu 322000, China;
    3Department of Clinical Nutrition, The Fourth Affiliated Hospital, Zhejiang University School of Medicine, Yiwu 322000, China;
    4Center for International Medical Education, The Fourth Affiliated Hospital, Zhejiang University School of Medicine and International School of Medicine, Zhejiang University, Yiwu 322000, China
  • Received:2025-11-15 Online:2026-10-01 Published:2026-09-30
  • Contact: Xu Xiaoming, Email: xiaomingxu@zju.edu.cn
  • Supported by:
    General Scientific Research Project of the Zhejiang Provincial Department of Education in 2025 (Y202558315); Research Project on International Student Education of Zhejiang University in 2025 (2025-GJXSJYYJ-B-023)

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摘要： 沟通能力是医学专业人员核心胜任力的重要组成部分,直接影响医疗质量与医患关系。英国格拉斯哥大学创建于1451年,是英国罗素大学集团和Universitas 21的创始成员,其医学教育体现了英国在校医学教育的共同规范;其医患沟通课程贯穿在校医学教育全过程,具有培养目标纵向衔接、师资队伍多元、教学内容逐步递进、体验式学习为主、形成性评价反馈贯穿课程等特点。借鉴其成功经验,我国医学院校可以尝试构建适宜本国情境、覆盖全学程的医患沟通能力培养体系,建设临床导师与标准化病人协同的教学队伍以及沟通能力评价、反馈和改进支持闭环。

关键词: 教育,医学, 医患沟通课程, 格拉斯哥大学, 英国

Abstract: Communication competence is regarded as an essential component of core competencies required of medical professionals, which is directly associated with the quality of medical services and doctor-patient relationships. The University of Glasgow was founded in 1451 and is a founding member of both the Russell Group and Universitas 21, its medical education follows the common norms of undergraduate medical education in the United Kingdom. The clinical communication curriculum is delivered throughout the whole period of undergraduate medical training. Distinctive features including longitudinally connected training objectives, multidisciplinary teaching faculties, progressively advanced teaching contents, experiential-dominated learning activities, and formative assessment with continuous feedback are adopted in this curriculum. Based on its experience, a whole-process training system of doctor-patient communication competence adapted to domestic contexts is suggested to be constructed in Chinese medical schools. A teaching team consisting of clinical supervisors and simulated patients is recommended to be established, as well as a closed-loop system covering assessment, feedback in improvement of communication competence.

Key words: Education, medical, Clinical communication curriculum, University of Glasgow, United Kingdom

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