医学生缓和医疗认知的调查研究

doi:10.3760/cma.j.issn.1673-677X.2019.02.003

中华医学教育杂志 ›› 2019, Vol. 39 ›› Issue (2): 98-104.DOI: 10.3760/cma.j.issn.1673-677X.2019.02.003

医学生缓和医疗认知的调查研究

杨锡宇¹, 潘慧², 赵峻², 宁晓红¹

¹中国医学科学院北京协和医学院北京协和医院老年医学科 100730;
²中国医学科学院北京协和医学院北京协和医院教育处 100730

收稿日期:2018-06-05 出版日期:2019-02-01 发布日期:2020-12-08
通讯作者: 宁晓红, Email: ningxh1973@foxmail.com, 电话: 010-69154065
基金资助:
北京协和医学院小规模特色办学专项基金项目(2015zlgc0120)

Cognition of palliative care and its influencing factors among medical students

Yang Xiyu¹, Pan Hui², Zhao Jun², Ning Xiaohong¹

¹Department of Geriatrics, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences & Peking Union Medical College, Beijing 100730, China;
²Department of Education, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences & Peking Union Medical College, Beijing 100730, China

Received:2018-06-05 Online:2019-02-01 Published:2020-12-08
Contact: Ning Xiaohong, Email: ningxh1973@foxmail.com, Tel: 0086-10-69154065
Supported by:
Reform of the Peking Union Medical College by the Small-scale Characteristic School Funds(2015zlgc0120)

摘要/Abstract

摘要： 目的了解医学生对缓和医疗的认知程度,并对可能的影响因素进行分析。方法采用问卷调查方法。采用自制问卷对参加2014年和2015年北京协和医院夏令营的全国33所医学院校的430名医学生进行调查。调查内容包括医学生基本信息、死亡态度、缓和医疗相关知识等。采用相关分析和秩和检验对医学生缓和医疗认知程度的影响因素进行分析。结果女性(34.05±2.00)分、本科学历(34.07±2.04)分和硕士研究生(34.11±2.11)分、来自于大家庭(34.15±1.57)分、接受过死亡教育或培训(34.34±1.81)分、参加过志愿活动(34.03±2.06)分、家中谈论死亡的氛围坦白开放(34.01±1.99)分、有探望或看护濒临死亡患者经历(34.11±2.00)分的医学生的缓和医疗认知得分较高。结论医学生缓和医疗认知程度与其是否接受过死亡教育和是否有过死亡接触经历有密切关系,这为医学教育者未来利用有限资源给有需求的人群进行缓和医疗教育以及在临床工作中应用缓和医疗知识提供了参考。

关键词: 医学生, 死亡态度, 缓和医疗, 研究

Abstract: Objective To explore the cognition of palliative care among medical students and analyze the correlative factors.Methods Students from different places were invited to do the home-based made questionnaire, questions include students' basic information, their attitudes toward death and knowledge about palliative care. Correlation analysis and rank sum test were used to analyze the influencing factors.Results The following medical students got a higher grade of cognition about palliative care: female(34.05±2.00), undergraduates candidates for masters (34.11±2.11), those postgraduates (34.07±2.04), those born in a large family (34.15±1.57), those had received education or training about death(34.34±1.81) and those had participated in voluntary activities(34.03±2.06). Also students in an atmosphere of talking about death at home is frank and open(34.01±1.99) and those had visited or cared for dying patients(34.11±2.00).Conclusions Medical students' cognition of palliative care varies because of personalexperience of death or education background which suggests that could supply palliative care education penetrating intoclinic practice.

Key words: Medical students, Attitude towards death, Palliative care, Study

中图分类号:

R-05
R-02

杨锡宇, 潘慧, 赵峻, 宁晓红. 医学生缓和医疗认知的调查研究[J]. 中华医学教育杂志, 2019, 39(2): 98-104.

Yang Xiyu, Pan Hui, Zhao Jun, Ning Xiaohong. Cognition of palliative care and its influencing factors among medical students[J]. Chinese Journal of Medical Education, 2019, 39(2): 98-104.

参考文献

[1] World Health Organization. WHO definition of palliative care[EB/OL]. (2015-04-10) [2018-05-24]. http://www.who.int/cancer/palliative/definition/en/.
[2] Brooksbank M. Palliative care: Where have we come from and where are we going?[J]. Pain, 2009, 144(3):233-235.
[3] Smith TK, Temin S, Alesi ER, et al. American Society of Clinical Oncology provisional clinical opinion: The integration of palliative care into standard oncology care[J]. J Clin Oncology, 2012, 30(8):880-887.
[4] Temel JS, Greer JA, Muzikansy A, et al. Early palliative care for patients with metastatic non-small-cell lung cancer[J].N Engl J Med, 2010,363(8):733-741.
[5] 医政医管局.国家卫生计生委办公厅关于印发安宁疗护实践指南(试行)的通知[EB/OL].(2017-02-09)[2018-05-24]. http://www.moh.gov.cn/yzygj/s3593/201702/83797c0261a94781b158dbd76666b717.shtml
[6] Fox E, Landrum-Meniff K, Zhong Z, et a1. Evaluation of prognostic criteria for determining hospice eligibility in patients with advanced lung, heart or liver disease[J]. JAMA, 1999, 282 (17) : 1638-1645.
[7] Temel JS, Jackson VA, Billings JA, et a1. Phase II study: Integrated palliative care in newly diagnosed advanced non-small-cell lung cancer patients[J]. J ClinOncol,2007, 25(17) : 2377-2382.
[8] 张杰, 彭琰, 王治仁, 等. 中日两国医学院校医学专业老年临终关怀教育的比较[J].中国老年学杂志,2010,30(6):818-820. DOI: 10.3969/j.issn.1005-9202.2010.06.039.
[9] 李欣. 台湾地区高校生命教育课程探析及启示[D]. 武汉:湖北大学,2014.
[10] Dickinson GE. Thirty-five years of end-of-life issues in US medical schools[J]. Am J Hosp Palliat Med, 2011,28(6):412-417.
[11] Fraser HC, Kutner JS, Pfeifer MP. Senior medical students' perceptions of the adequacy of education on end-of-life issues[J]. J Palliat Med, 2001, 4(3):337-343.
[12] Billings ME, Engelbert R, Curtis JR, et al. Determinants of medical students' perceived preparation to perform end-of-life care, quality of end-of-life care education and attitudes toward end-of-life care[J]. J Palliat Med, 2010, 13(3):319-326.
[13] Anderson WG, Williams BS, Bost JE, et al. Exposure to death is associated with positive attitudes and higher knowledge about end-of-life care in graduating medical students[J]. J Palliat Med, 2008,11(9):1227-1233.
[14] Bickel-Swenson D. End-of-life training in U.S. medical schools: A systematic literature review[J]. J Palliat Med, 2007, 10(1):229-235.
[15] Sullivan AM, Warren AG, Lakoma MD, et al. End-of-life care in the curriculum: A national study of medical education deans[J]. Acad Med, 2004, 79(8):760-768.
[16] Charon R. Narrative medicine: Form, function, and ethics[J]. Ann Intern Med,2001, 134(1):83-87.
[17] Horowitz R, Gramling R, Quill T. Palliative care education in US medical schools[J]. Med Educ, 2014, 48(1):59-66.

医学生缓和医疗认知的调查研究

Cognition of palliative care and its influencing factors among medical students

PDF (PC)

可视化

摘要/Abstract

引用本文

使用本文

参考文献

相关文章 15

编辑推荐

Metrics

本文评价

[1]	周剑平, 邵洁, 李庆云. 临床科室优秀传统文化融入医学生职业精神教育的实践与分析[J]. 中华医学教育杂志, 2020, 40(9): 671-674.
[2]	梁思宇, 李红滟, 王巍, 郑莹, 葛楠, 曲璇, 邵亚娟, 秦瑛, 王磊, 刘薇, 宁晓红. 护理学专业实习生对缓和医疗的知识和认知及需求[J]. 中华医学教育杂志, 2020, 40(9): 679-683.
[3]	张琴, 范一丁, 程春燕. 医学研究生心理健康水平与学业任务和社会支持的关系研究[J]. 中华医学教育杂志, 2020, 40(9): 684-687.
[4]	陈扬霖, 沈琳, 崔爽, 王青, 吴昊, 张艺宝. 北京大学放射治疗物理学硕士研究生培养模式的探索[J]. 中华医学教育杂志, 2020, 40(9): 709-712.
[5]	吴恒璟, 李金慧, 吴静, 钱曙蕾, 赵艾霞, 陈琳. “双一流”高校医学研究生导师评价指标体系初探[J]. 中华医学教育杂志, 2020, 40(9): 713-716.
[6]	刘畅, 董越, 张子旬, 胡畅, 彭志勇. 我国医学教育期刊论文中部分问卷调查的质量分析[J]. 中华医学教育杂志, 2020, 40(9): 721-725.
[7]	顾锋, 戚文秀, 孟畅, 李宇婧, 薛士麟, 尹昭迪, 李美瑶, 兰学立, 张萌. 新型冠状病毒肺炎疫情期间北京大学医学本科生对其在线学习效果的评价[J]. 中华医学教育杂志, 2020, 40(9): 726-730.
[8]	张进, 杨立斌, 郭庆峰, 曹德品. 形成性评价在本科临床医学教育中的应用研究综述[J]. 中华医学教育杂志, 2020, 40(9): 731-735.
[9]	杨霞, 张骏. 非标准化考试在八年制临床医学专业学生行为医学教学中的应用[J]. 中华医学教育杂志, 2020, 40(9): 736-739.
[10]	彭雅琴, 高国贞. 操作技能直接观察评估在护理学专业学生临床实习教学中的应用[J]. 中华医学教育杂志, 2020, 40(9): 740-743.
[11]	艾恒, 王珏, 钱令波, 周心如, 肖池, 潘杰, 陆文. 美国加州大学洛杉矶分校医学院医学实验教学模式对我国医学生理学实验教学的启示[J]. 中华医学教育杂志, 2020, 40(9): 744-747.
[12]	葛文嘉, 魏静, 徐婉斐, 任瑞民. 某高校医学硕士研究生的心理健康相关因素调查分析[J]. 中华医学教育杂志, 2020, 40(8): 582-585.
[13]	董亚莉, 赵婷, 顾晓芬. 焦虑和抑郁水平现况及影响因素研究[J]. 中华医学教育杂志, 2020, 40(8): 586-589.
[14]	陈敏, 董曼, 冯玉, 高燕, 郁昊, 翟金国, 吉峰, 李功迎, 苏中华, 王贵山. 以胜任力为导向的精神病与精神卫生学硕士专业学位研究生临床能力培养的研究[J]. 中华医学教育杂志, 2020, 40(8): 628-631.
[15]	黄佳欣, 袁思越, 丁卉, 刘晨, 王蕾, 黄泽涵, 杜以恒, 张涛, 胡建莉, 杨盛力. 新型冠状病毒肺炎疫情期间某大学医学生网络学习与生活状况调查研究[J]. 中华医学教育杂志, 2020, 40(7): 495-499.