目的 探讨临床教师和医学人文教师共同教授医学伦理学课程(简称共同教授)的教学效果。方法 选取在北京大学第三医院临床实习的北京大学医学部2007级~2013级八年制临床医学专业286名学生为研究对象,2012年5月~2018年5月,由4名临床教师和2名医学人文教师组成授课团队教授医学伦理学课程。每年集中授课2个月,课程结束后通过问卷调查了解学生对课程的接受程度,并对教学效果进行评价。结果 86.7%(248/286)的学生对该课程感兴趣,83.2%(238/286)的学生认为该课程的学习能够调整自己的思维方式,78%(223/286)的学生表示课上的讨论还不深入,93.4%(267/286)的学生对课程表示满意,54.9%(157/286)的学生认为该课程应该贯穿于医学学习的全过程。结论 共同教授激发了学生的学习兴趣, 提高了学生的满意度, 医学伦理学学习应该贯穿于医学学习的各个阶段。
Objective To explore the teaching outcome of medical ethics course jointly by clinical teachers and humanities teachers. Methods A total of 286 students from eight-year curriculum enrolled from 2007 to 2013 in Health Science Center Peking University were selected for clinical practice in Peking University Third Hospital from May 2012 to May 2018, Four clinical teachers and two medical humanities teachers form medical ethics teaching team, Medical ethics is taught for two months a year in total 30 hours. Every year after the end of the course, the students'acceptance of medical ethics teaching team is investigated by questionnaire, and the teaching outcome is evaluated. Results There were 86.7% (248/286) students expressed their interest in medical ethics, 83.2% (238/286) students thought that the study of the medical ethics could adjust their clinical thinking, 78% (223/286) students also hoped to discuss further, 93.4% (267/286) students expressed their satisfaction with medical ethics, 54.9%(157/286)students thought the course of medical ethics should run through the stages of basic medicine science, clinical medicine and secondary discipline stage. Conclusions The physicians' participation in the teaching of medical humanities courses stimulate students' interest, Improve students' learning satisfaction. Medical ethics learning should run through all stages of medical learning.
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