中华医学教育杂志

中华医学教育杂志 ›› 2019, Vol. 39 ›› Issue (1): 15-18.DOI: 10.3760/cma.j.issn.1673-677X.2019.01.004

• 课程改革与建设 • 上一篇    下一篇

我国五年制临床医学专业医学人文课程设置的分析与思考

曾旸1, 杨棉华1, 范冠华1, 林纯2, 陈泽鑫2, 林常敏1   

  1. 1汕头大学医学院医学教育评价与研究中心 515041;
    2汕头大学医学院2013级七年制临床医学专业 515041
  • 收稿日期:2018-01-19 出版日期:2019-01-01 发布日期:2020-12-08
  • 通讯作者: 林常敏, Email: cocolin@stu.edu.cn, 电话: 0754-88900443

Analysis and reflection on the medical humanities curriculum for five-year program of clinical medicine in China

Zeng Yang1, Yang Mianhua1, Fan Guanhua1, Lin Chun2, Chen Zexin2, Lin Changmin1   

  1. 1Center of Medical Education Assessment and Research, Shantou University Medical College, Shantou 515041, China;
    2Medical Undergraduate of 7-Year Program of Clinical Medicine, Shantou University Medical College, Shantou 515041, China
  • Received:2018-01-19 Online:2019-01-01 Published:2020-12-08
  • Contact: Lin Changmin, Email: cocolin@stu.edu.cn, Tel: 0086-754-88900443

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摘要： 目的 分析 2003年我国 19所医学院校和2013年33所医学院校在五年制临床医学专业医学人文课程设置上的差异,总结我国医学人文教育10年来的发展变化,进一步为我国医学人文教育的发展提出建议。方法 采用资料分析方法。应用方便抽样选取2003年19所医学院校和2013年33所医学院校,整理并分析其五年制临床医学专业医学人文课程的设置资料。结果 相比2003年的医学人文课程设置,2013年我国五年制临床医学专业医学人文课程开展科目数增多;课程跨度增长;选修课程比例提高;形成性评价和沟通实践技能方面均实现了零的突破。结论 相比2003年,我国医学院校的医学人文教育观念得到了加强,部分院校也已经开始科学地开展医学人文学科建设。未来的医学人文教育还需要重视理论与实践相结合、多种授课形式相结合和多元评价体系相结合。

关键词: 医学人文课程, 课程发展, 课程整合, 形成性评价

Abstract: Objective To analyze the differences of medical humanistic curriculum from 19 universities in 2003 and 33 universities in 2013, conclude the changes in China's medical humanistic education during 2003 to 2013 so as to give suggestions for the future development of medical humanistic education in China.Methods The data analysis method was used. The medical humanistic curriculum data in medical undergraduate of 5-year program from19 universities in 2003 and 33 universities in 2013 was collected and analyzed.Results Compared to the medical humanistic setting in 2003, in 2013 more medical humanistic curriculums were implemented; the curriculum spans were increased; the percentages of compulsory courses in the general curriculum were increased; formative assessment method was adopted and communication skills were practiced.Conclusions Compared to 2003,the concept of medical humanistic education in China has been strengthened, and some colleges and universities initiated medical humanistic education. In the future, the medical humanistic education also needs to integrate theory with practice, the combination of various teaching forms and the combination of multiple evaluation systems.

Key words: Medical humanity curriculum, Curriculum development, Curriculum integration, Formative assessment

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