在本科医学教育的新构造健康人文成果:人文实践
Rebecca L Volpe1, Bernice L Hausman2, Katharine B Dalke3
1Penn State College of Medicine, 500 University Drive, H134, Hershey, PA, 17011, USA. rvolpe@pennstatehealth.psu.edu.
The Journal of medical humanities
|May 16, 2024
概括
医学院的健康人文教育需要明确的目标. 我们提出"人文实践",这是一个可衡量的框架,用于在临床环境中应用人文知识,以改善患者护理.
科学领域:
- 医学教育 医学教育
- 健康 人文 卫生 人文
- 临床实践 临床实践
背景情况:
- 当前的健康人文成果缺乏共识,阻碍了课程设计和对有限的教育时间的证明.
- 现有的目标包括同理心,视觉思维和社会责任,但缺乏统一的框架.
- 这种模糊性挑战了人文学科在医学培训中的整合和评估.
研究的目的:
- 提出医疗教育中健康人文培训的新,可衡量的成果.
- 引入"人文实践"的概念,作为应用人文知识和技能的框架.
- 为了解决卫生领域的根本问题,人文科学成果研究.
主要方法:
- 适应了"道德敏感性"的概念来定义人文主义实践.
- 概述了四个步骤的故意过程:注意到,告知,反思和重新定位.
- 提出的人文主义实践作为一个统一多样化的健康人文领域的构造.
主要成果:
- 人文实践为健康人文成果提供了具体和可衡量的方法.
- 这个框架包括传统的知识,技能和行为.
- 它有可能将患者和提供者的经验联系起来,并弥合认识论上的分歧.
结论:
- 人文实践为医学院的健康人文教育提供了一个新的框架.
- 这种方法为课程开发和研究提供了可衡量和统一的结果.
- 它可以在临床环境中增强健康人文学的整合和影响.
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