中华医学教育杂志

中华医学教育杂志 >

2025 , Vol. 45 >Issue 1: 11 - 20

DOI: https://doi.org/10.3760/cma.j.cn115259-20240930-01017

医学人文教育

大健康理念下医学人文教育改革发展的思考

  • 段志光 ,
  • 王晨 ,
  • 石嫣 ,
  • 胡安霞
展开
  • 1山西医科大学医学教育研究中心,太原 030001;
    2山西医科大学医学健康人文研究中心,太原 030001;
    3山西医科大学公共卫生学院社会医学教研室,太原 030001

收稿日期: 2024-09-30

  网络出版日期: 2025-01-03

基金资助

2021年教育部首批新文科研究与改革实践项目(2021020012)

收起

Reflections on the reform and development of medical humanities education in the conceptual context of comprehensive health

  • Duan Zhiguang ,
  • Wang Chen ,
  • Shi Yan ,
  • Hu Anxia
Expand
  • 1Medical Education Research Center of Shanxi Medical University, Taiyuan 030001, China;
    2Medical and Health Humanities Research Centre of Shanxi Medical University, Taiyuan 030001, China;
    3Department of Social Medicine, School of Public Health, Shanxi Medical University, Taiyuan 030001, China

Received date: 2024-09-30

  Online published: 2025-01-03

Supported by

The First Series of New Projects for Research and Practice in the Liberal Arts Reform of the Ministry of Education in 2021 (2021020012)

Fold

摘要

随着大健康理念的提出,医学人文教育改革发展成为时下关注的热点。本文基于既有医学人文教育现状调查的综合分析,以及相关中文和英文文献梳理和文献计量学分析,发现我国的医学人文教育仍然以人才培养与课程改革为主,难以应对大健康多元化需求面临的问题与挑战,即医学人文教育纵向自身改革深化不足,横向向健康领域、健康人文拓展不够,难以满足人类卫生健康共同体和健康中国建设的需求。本文从教育者的理念更新、医护人员对未来角色的适应、教育内容的与时俱进、付诸行动的日常实践、引领改革的创新研究、教育范式的守正创新和评价指标的方向导引7个方面,对我国医学人文教育的改革发展进行了思考。

关键词： 院校, 医学; 大健康; 医学人文; 健康人文; 人文教育; 改革发展

本文引用格式

段志光 , 王晨 , 石嫣 , 胡安霞 . 大健康理念下医学人文教育改革发展的思考[J]. 中华医学教育杂志, 2025 , 45(1) : 11 -20 . DOI: 10.3760/cma.j.cn115259-20240930-01017

Abstract

The reform and development of medical humanities education has become one of the hot-spots in the conceptual context of comprehensive health.A comprehensive analysis of the current status of medical humanities education, coupled with a systematic review and bibliometric analysis of relevant Chinese and English literature, reveals that medical humanities education in China to focus primarily on talent cultivation and curriculum reform. Medical humanities education should deepen the reform vertically and expand horizontally to health humanities,in order to cope with the problems and challenges of the diversified needs of comprehensive health, and to meet the needs for the construction of a community of common health for mankind and a Healthy China initiative. This article reflects on the reform and development of medical humanities education in China from seven aspects: the renewal of educators′concepts, the adaptation of healthcare workers′ future roles, the modernization of educational content, the implementation of daily practice, the innovative research driving reform, the balanced innovation of the educational paradigm, and the guidance of evaluation indices.

Key words： Schools, medical; Comprehensive health; Medical humanities; Health humanities; Humanity education; Reform and development

参考文献

[1] 张秀敏. 医学临床专业增设医学人文科学课程必要性的研究 [J]. 医学教育, 1993 (3): 10-12.
[2] 张新颜, 陈俊国, 谢怿. 军医大学人文教育需求的实证研究[J].医学与哲学,2006,27(9):15-16.
[3] 王锦帆, 季国忠, 卢长艳. 医学人文融入临床实践教学的探索[J].医学与哲学,2013,34(19):68-71,94.
[4] 李贞玉,刘文超,孔祥金. 医学生对医学人文教学认知的调查分析 [J]. 医学与哲学(A), 2014, 35 (7): 72-75.
[5] 王鑫瑶,龙囿霖,曾雅婷,等. 医学人文素养对岗位胜任力的影响研究[J]. 中国循证医学杂志, 2023, 23 (3): 286-291.
[6] 邹明明, 刘虹. 综合性大学医学院(部)人文医学教育教学组织状况调查报告[J].医学与哲学,2015,36(13):19-23.
[7] 刘虹, 沈超. 独立建制医药院校人文医学教育教学组织状况调查报告[J].医学与哲学,2015,36(13):13-18,50.
[8] 刘俊荣, 冯婧韵, 谢汉春. 我国医学人文学科建设的现状调查及建议[J].医学与哲学(A),2017,38(7):15-19. DOI: 10.12014/j.issn.1002-0772.2017.04a.04.
[9] 王晨, 龙艺, 胡安霞, 等. 全国高等院校医学人文教育现状与对策研究[J].医学与哲学,2022,43(5):61-66. DOI: 10.12014/j.issn.1002-0772.2022.05.12.
[10] 段志光. 新冠肺炎疫情后的医学人才培养改革思考[J]. 中国高教研究, 2020(4): 33-36. DOI:10.16298/j.cnki.1004-3667.2020.04.07.
[11] 陈锦秀, 易君丽, 江韵, 等. 角色模拟培训对儿科低年资护士人文素养的影响[J].护理学杂志,2022,37(15):5-7. DOI: 10.3870/j.issn.1001-4152.2022.15.005.
[12] 杨歌, 林倩, 程化琴, 等. 志愿服务对医学新生医学职业精神的培育作用研究——基于北京大学医学预科生“志愿之星”事迹的文本分析[J].中国医学伦理学,2023,36(3):325-331. DOI: 10.12026/j.issn.1001-8565.2023.03.16.
[13] 宋晓琳,王彧,金琳雅,等. 工作坊教学模式在医学人文教育中的创新与应用研究——以哈尔滨医科大学“医患沟通”课程为例 [J/OL]. 中国医学伦理学, 1-9[2024-10-22] . http://kns.cnki.net/kcms/detail/61.1203.R.20240828.1601.006.html.
[14] 黄琼蕾, 刘敏, 唐瑭. 护理人文关怀教学模式在基础护理学实训中的应用研究[J].中华护理教育,2023,20(10):1181-1184. DOI: 10.3761/j.issn.1672-9234.2023.10.005.
[15] Williams H, Downes E. Development of acourse on complex humanitarian emergencies: preparation for the impact of climate change[J]. J Nurs Scholarsh, 2017,49(6):661-669. DOI: 10.1111/jnu.12339.
[16] Martimianakis MA, Michalec B, Lam J, et al. Humanism, the hidden curriculum, and educational reform: a scoping review and thematic analysis[J]. Acad Med, 2015,90(11 Suppl):S5-S13. DOI: 10.1097/ACM.0000000000000894.
[17] DallaPiazza M, Ayyala MS, Soto-Greene ML. Empowering future physicians to advocate for health equity: a blueprint for a longitudinal thread in undergraduate medical education[J]. Med Teach, 2020,42(7):806-812. DOI: 10.1080/0142159X.2020.1737322.
[18] Palmer EG, Reddy RK,Laughey W. Teaching professionalism to medical students using dissection-based anatomy education: a practical guide[J]. Med Sci Educ, 2021,31(1):203-213. DOI: 10.1007/s40670-020-01137-2.
[19] Moniz T,Golafshani M, Gaspar CM, et al. How are the arts and humanities used in medical education? results of a scoping review[J]. Acad Med, 2021,96(8):1213-1222. DOI: 10.1097/ACM.0000000000004118.
[20] Smydra R, May M, Taranikanti V, et al. Integration of arts and humanities in medical education: a narrative review[J]. J Cancer Educ, 2022,37(5):1267-1274. DOI: 10.1007/s13187-021-02058-3.
[21] Lankarani KB, Honarvar B, Faghihi SA, et al. Demanded interdisciplinary subjects for integration in medical education program from the point of view of graduated medical physicians and senior medical students: a nationwide mixed qualitative-quantitative study from Iran[J]. BMC Med Educ, 2024,24(1):125. DOI: 10.1186/s12909-024-05079-w.
[22] vanBeinum A, Sherry J. Interdisciplinary co-teaching as a sustainable model for health humanities pedagogy[J]. Med Humanit, 2024,50(3):513-519. DOI: 10.1136/medhum-2024-012912.
[23] Qian Y, Han Q, Yuan W, et al. Insights into medical humanities education in China and the West[J]. J Int Med Res, 2018,46(9):3507-3517. DOI: 10.1177/0300060518790415.
[24] Shah MH, Roy S,Flari E. The critical need for disaster medicine in modern medical education[J]. Disaster Med Public Health Prep, 2024,18:e80. DOI: 10.1017/dmp.2024.56.
[25] Hermann S, Gerstner J, Weiss F, et al. Presentation and evaluation of a modern course in disaster medicine and humanitarian assistance for medical students[J]. BMC Med Educ, 2021,21(1):610. DOI: 10.1186/s12909-021-03043-6.
[26] Williams H, Downes E. Development of acourse on complex humanitarian emergencies: preparation for the impact of climate change[J]. J Nurs Scholarsh, 2017,49(6):661-669. DOI: 10.1111/jnu.12339.
[27] Mangold KA, Bartell TR,Doobay-Persaud AA, et al. Expert consensus on inclusion of the social determinants of health in undergraduate medical education curricula[J]. Acad Med, 2019,94(9):1355-1360. DOI: 10.1097/ACM.0000000000002593.
[28] Cabey WV, Strand NK, Marshall E. What might It mean to embrace emancipatory pedagogy in medical education?[J]. AMA J Ethics, 2024,26(1):E48-53. DOI: 10.1001/amajethics.2024.48.
[29] 安德烈亚斯·赫尔曼,埃尔加·弗莱施,克里斯托夫·弗朗兹.数字医疗:医疗App,智能分诊和医疗保健大众化[M].吴士宝,译.北京:中国科学技术出版社,2023:294.
[30] Bleakley A, Bligh J, Browne J. 面向未来的医学教育:身份、权力和场所[M]. 马建辉,译. 北京:人民卫生出版社,2023.
[31] Boelen C. Medical education reform: the need for global action[J]. Acad Med, 1992,67(11):745-749. DOI: 10.1097/00001888-199211000-00007.
[32] Royal College of Physicians and Surgeons of Canada.CanMEDS 2015 physician competency framework. Ottawa: Royal College of Physicians and Surgeons of Canada, 2015[EB/OL]. [2024-09-30] .https://canmeds.royalcollege.ca/uploads/en/framework/CanMEDS%202015%20Framework_EN_Reduced.pdf.
[33] 乔纳森·格雷,卡瑞娜·麦克哈迪,缪尔·格雷. 群医学[M]. 王辰,杨维中,译. 北京:中国协和医科大学出版社,2021: 79.
[34] 姚建红. 构建大卫生大健康格局全方位护佑人民健康[J].红旗文稿,2024(9):9-13.
[35] World Health Organization.The World Health Report, 1998 Life in the 21st century a vision for all [EB/OL]. (2012-06-16) [2024-10-24] . https://popline.org/node/522359.
[36] 段志光, 解军, 郑金平, 等. 医学院校大健康人文教育模式的构建[J].中华医学教育杂志,2016,36(6):801-806. DOI: 10.3760/cma.j.issn.1673-677X.2016.06.001.
[37] 段志光.大健康人文:医学人文与健康人文的未来[J].医学与哲学(A),2017,38(6):6-9.DOI: 10.12014/j.issn.1002-0772.2017.06a.02
[38] 段志光. 医学健康领域的人文范式转变[J].医学与哲学,2023,44(11):1-6. DOI: 10.12014/j.issn.1002-0772.2023.11.01.
[39] 段志光. 健康模式转变带给医学人文的挑战及对策[J].医学与哲学,2022,43(21):5-8,19. DOI: 10.12014/j.issn.1002-0772.2022.21.02.
[40] Evans HM,Macnaughton J. Should medical humanities be a multidisciplinary or an interdisciplinary study?[J]. Med Humanit, 2004,30(1):1-4. DOI: 10.1136/jmh.2004.000143.
[41] Scott-Fordsmand H. Reversing the medical humanities[J]. Med Humanit, 2023,49(3):347-360. DOI: 10.1136/medhum-2019-011745.
[42] [美]托马斯·库恩. 科学革命的结构[M]. 张卜天,译. 北京:北京大学出版社,2022:241.
[43] 于东超. 数字化赋能高等教育发展的新样态、路径选择与价值旨归 [J]. 中国高等教育, 2023 (7): 45-48.
[44] 董焕晴, 何树坤, 曹高辉. 数字健康产业数据治理体系研究[J].现代情报,2024,44(9):131-141,153. DOI: 10.3969/j.issn.1008-0821.2024.09.011.
[45] 陈旻. 中国临床医学本科生医学人文能力测评研究[D]. 厦门:厦门大学, 2022.
[46] 石中英. 回归教育本体——当前我国教育评价体系改革刍议[J]. 教育研究, 2020, 41 (9): 4-15.
Options
文章导航

/

〈 〉