目的 聚焦全球视野下的医师职业精神课程研究,旨在为我国医学教育课程改革提供参考性意见。方法 2018年12月以来,医师职业精神课程为主题,在WebofScience数据库中进行文献检索,利用科学计量学软件HistCite对纳入文献进行概览分析,并利用书目共现分析系统BICOMB和聚类工具gCLUTO进行高频主题词和共被引文献聚类。结果 共计纳入文献807篇,发表于203种期刊,2000年至2018年文献年度发文量整体呈上升趋势,文献作者来自57个国家或地区的837家研究机构;研究主题聚焦于医师职业精神教学、医师职业精神隐性课程和医学课程改革等。结论 美国在研究广度和深度方面均处于领先地位,我国的医师职业精神课程体系建设仍然有较大的提升空间,融合医师职业精神的医学隐性课程及其教育模式改革将成为该领域的研究热点。
Objective Focus on the medical professionalism curriculum research from a global perspective,aim to provide reference for the new generation of China medical education curriculum reform.Methods Searching the literature about medical professionalism and curriculum in the Web of Science database since December 2018.The scientometrics software HistCite was used for literature characteristics' analysis.BICOMB and gCLUTO were used for reference co-cited clustering analysis and clustering analysis of high-frequency MeSH terms.Results A total of 807 articles published in 203 journals were collected.The overall trend of the annual number of published papers was on the rise from 2000 to 2018.The authors were from 837 research institutions in 57 countries or regions.The research in those papers focused on the teaching of medical professionalism,hidden curriculum and medical curriculum reform.Conclusions The United States plays a leading role in the breadth and depth of research,and there is still great space for the construction of the professionalism curriculum system in China.Incorporating professionalism into medical hidden curriculum and education model reform are becoming the research hotspots in this field.
[1] Freidson E.Professionalism:the third logic[M].Chicago:University of Chicago Press,2001:1.
[2] Richard L,Cruess SR,Cruess YS.Teaching medical professionalism[M].Chicago:University of Chicago Press,2008:7.
[3] Morihara SK,Jackson DS,Chun MB.Making the professionalism curriculum for undergraduate medical education more relevant[J].Med Teach,2013,35(11):908-914.DOI:10.3109/0142159X.2013.820273.
[4] 李冲,李霞.国际高等教育研究的总体态势与中国贡献——基于10种高等教育SSCI高影响因子期刊载文的可视化分析[J].中国高教研究,2018(8):60-67.DOI:10.16298/j.cnki.1004-3667.2018.08.11.
[5] 陈悦,陈超美,胡志刚,等.引文空间分析原理与应用:CiteSpace实用指南[M].北京:科学出版社,2014:12.
[6] Swick HM.Viewpoint:professionalism and humanism beyond the academic health center[J].Acad Med,2007,82(11):1022-1028.DOI:10.1097/ACM.0b013e3181575dad.
[7] Montgomery L,Loue S,Stange KC.Linking the heart and the head:humanism and professionalism in medical education and practice[J].Fam Med,2017,49(5):378-383.
[8] Reid S.The ‘medical humanities’ in health sciences education in South Africa[J].S Afr Med J,2014,104(2):109-110.
[9] Banaszek A.Medical humanities courses becoming prerequisites in many medical schools[J].CMAJ,2011,183(8):441-442.DOI:10.1503/cmaj.109-3830.
[10] Song P,Tang W.Emphasizing humanities in medical education:promoting the integration of medical scientific spirit and medical humanistic spirit[J].Biosci Trends,2017,11(2):128-133.DOI:10.5582/bst.2017.01092.
[11] Fan AP,Kosik RO,Xu GT,et al.Factors associated with professionalism in Chinese medical students:an exploratory cross-sectional study[J].Lancet,2016,388:3235.
[12] Lehmann LS,Sulmasy LS,Desai S.Hidden curricula,ethics,and professionalism[J].Ann Intern Med,2018,169(6):425-426.DOI:10.7326/L18-0351.
[13] Lachman N,Pawlina W.Integrating professionalism in early medical education:the theory and application of reflective practice in the anatomy curriculum[J].Clin Anat,2006,19(5):456-460.DOI:10.1002/ca.20344.
[14] Hafferty FW.Beyond curriculum reform:confronting medicine's hidden curriculum[J].Acad Med,1998,73(4):403-407.
[15] Joynt GM,Wong WT,Ling L,et al.Medical students and professionalism:do the hidden curriculum and current role models fail our future doctors?[J].Med Teach,2018,40(4):395-399.DOI:10.1080/0142159X.2017.1408897.
[16] Xiao H,Xian L,Yu X,et al.Medical curriculum reform in Sun Yat-sen University:implications from the results of GMER evaluation in China[J].Med Teach,2007,29(7):706-710.DOI:10.1080/01421590701713579.
