中华医学教育杂志

中华医学教育杂志 ›› 2026, Vol. 46 ›› Issue (1): 31-36.DOI: 10.3760/cma.j.cn115259-20250210-00127

• 职业精神教育 • 上一篇    下一篇

临床医学专业新生第二课堂职业精神教育的理论框架和实现路径研究

刘芳1, 张宇皓2, 张莉娟3   

  1. 1北京大学医学部学生工作部,北京 100191;
    2北京大学医学部人事处调配办公室,北京 100191;
    3北京大学医学部学生工作部辅导员发展中心,北京 100191
  • 收稿日期:2025-02-10 出版日期:2026-01-01 发布日期:2025-12-31
  • 通讯作者: 刘芳, Email: a804248@126.com

Research on the theoretical framework and implementation path of professionalism education in the second classroom for clinical medicine freshmen

Liu Fang1, Zhang Yuhao2, Zhang Lijuan1   

  1. 1Student Affairs Department, Peking University Health Science Center, Beijing 100191, China;
    2Deployment Division, Human Resources Department, Peking University Health Science Center, Beijing 100191, China;
    3Counselor Development Center, Student Affairs Department, Peking University Health Science Center, Beijing 100191, China
  • Received:2025-02-10 Online:2026-01-01 Published:2025-12-31
  • Contact: Liu Fang, Email: a804248@126.com

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摘要： 医学生职业精神教育是医学院校重要的教学任务。本文以知识哲学论与互动式教学理论为核心理论支撑,构建了临床医学专业新生(以下简称新生)第二课堂职业精神教育的四维教育路径:“单向传播-显性知识”“双向传播-显性知识”“单向传播-隐性知识”“双向传播-隐性知识”,并在专业认知、价值观念、人文情怀、责任意识4个教育模块中分别实施四维教育路径。以2021级和2022级五年制和八年制临床医学专业296名学生为研究对象,于2024年3月采用问卷调查方法评估其职业素养提升效能。结果显示,新生在人文情怀和责任意识两方面的素养或认知提升最为明显,新生对实践体验感更强的教育路径评价较高。应当进一步优化显性教育路径的设计,并加强第二课堂教育内容与第一课堂教学内容的关联性以及与新生日常学习、校园实践的融入性。

关键词: 问卷调查, 临床医学专业新生, 职业精神教育, 第二课堂, 理论框架, 实现路径

Abstract: Professionalism education for medical students is a crucial teaching task in medical schools. This study constructs a four-dimensional educational pathway for clinical medicine freshmen' professionalism education in the second classroom, based on the core theoretical frameworks of knowledge philosophy and interactive teaching theory. The four dimensions are: ″unidirectional transmission-explicit knowledge″, ″bidirectional transmission-explicit knowledge″, ″unidirectional transmission-tacit knowledge″ and ″bidirectional transmission-tacit knowledge.″ These dimensions are implemented across four educational modules: professional perception, value orientation, humanistic sentiment, and sense of responsibility. A survey of 296 clinical medicine students in five-year and eight-year programs from the 2021 and 2022 cohorts was conducted in March 2024 through questionnaires to assess the effectiveness of their improvement in professionalism. The results indicate that medical freshmen showed the most significant improvement in humanistic sentiment and sense of responsibility. Students rated educational pathways with stronger practical experiences more favorably, suggesting the need to further optimize the design of explicit educational pathways and enhance the integration of extracurricular educational content with the first classroom, as well as its alignment with students' daily studies and campus practices.

Key words: Questionnaires, Clinical medicine freshmen, Professionalism education, Second classroom, Theoretical framework, Implementation path

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