目的 基于临床医学专业学生视角了解医学人文教学的现状和需求,分析存在的问题,探索优化对策,为全面推进我国医学人文教育改革提供参考。方法 采用分层整群抽样方法,2024年6至10月对河北省6所高等医学院校临床医学专业三年级至五年级本科生和31家住院医师规范化培训基地的临床医学专业一年级硕士研究生共4 655名学生开展问卷调查,采用描述性分析、χ²检验等方法分析相关数据。结果 共回收有效问卷4 394份。84.52%(3 714/4 394)的学生对医学人文教学总体状况的满意度达到满意及以上水平,71.07%(3 123/4 394)的学生认为加强医学人文教育对未来的职业发展非常重要;院校开设最多的课程是医学伦理学[85.94%(3 776/4 394)],学生最喜欢的医学人文课程是医学伦理学[59.90%(2 632/4 394)];院校实施的主要教学方法是大班知识讲授[82.09%(3 607/4 394)],学生最喜欢的教学方法是医学人文技能训练[60.22%(2 646/4 394)];医学人文教学实施的主要考核方式是开卷考试[50.80%(2 232/4 394)],学生最喜欢的考核方式是形成性评价[62.08%(2 728/4 394)];学生最喜欢的教学场景是导师或带教教师的行为举止影响[77.63%(3 411/4 394)]。结论 医学人文教学取得一定成效,医学生重视医学人文教育。医学人文课程设置标准有待完善,教学方法和考核方式较为单一。需要尊重学生的个性需求,注重学生的情感塑造,通过树立科学的医学人文教育理念、增强医学人文课程的协同性、构建知行合一的多元化教学评价体系、发挥医学人文教师的榜样引导作用等举措,提高医学人文教学质量。

Objective From the perspective of clinical medicine students, to understand the current situation and demands of medical humanities education, analyze existing problems, and explore optimization strategies, providing references for the comprehensive reform of medical humanities education in China. Methods Using stratified cluster sampling, a questionnaire survey was conducted among 4 655 medical students, including third- to fifth-year undergraduate students from six medical colleges in Hebei Province and first-year master's students from 31 resident physician training bases, from June to October 2024. Descriptive analysis and chi-square tests were used to analyze the data. Results A total of 4 394 valid electronic questionnaires were collected. Among them, 84.52% (3 714/4 394) were satisfied or very satisfied with the overall situation of medical humanities education, and 71.07% (3 123/4 394) believed that strengthening medical humanities education was very important for their future career development. The main courses offered by the institutions were medical ethics, with 85.94% (3 776/4 394) of the students taking it, and the most favored medical humanities course was medical ethics, with 59.90% (2 632/4 394) of the students choosing it. The main teaching methods implemented by the institutions were large-class knowledge lectures, with 82.09% (3 607/4 394) of the students experiencing them, and the most favored teaching method by the students was medical humanities skills training, with 60.22% (2 646/4 394) of the students preferring it. The main assessment methods were open-book exams, with 50.80% (2 232/4 394) of the students experiencing them, and the most favored assessment method by the students was formative assessment, with 62.08% (2 728/4 394) of the students choosing it. The most favored teaching scenario by the students was the influence of the behavior and demeanor of mentors or teaching physicians, with 77.63% (3 411/4 394) of the students selecting it. Conclusions Medical humanities education has achieved certain results, and medical students attach importance to medical humanities education. The standards for medical humanities course settings need to be improved, and the teaching methods and assessment methods are relatively monotonous. It is necessary to respect the individual needs of students, pay attention to the shaping of students' emotions, and improve the quality of medical humanities education by establishing a scientific medical humanities education concept, enhancing the synergy of medical humanities courses, constructing a diversified teaching evaluation system that integrates knowledge and practice, and leveraging the exemplary role of medical humanities teachers.