在教导可持续发展目标 (SDGs) 时,采取转变性的健康人文方法
1Sustainable Health Unit (SUSTAINIT), Faculty of Medicine, University of Oslo, Oslo, Norway eivind.engebretsen@medisin.uio.no.
Medical humanities
|June 18, 2024
概括
健康人文,特别是叙事医学,可以促进可持续发展的变革性学习和联合国可持续发展目标 (SDGs). 这种方法增强了个人,关系和社会变化,以实现可持续的未来.
科学领域:
- 健康 人文 卫生 人文
- 医学教育 医学教育
- 可持续性科学 可持续性科学
背景情况:
- 联合国的可持续发展目标 (SDGs) 要求重点关注包括卫生在内的所有部门的可持续性.
- 朗格所概念化的变革性学习涉及个人,关系和社会转变,对于应对复杂的全球挑战至关重要.
- 现有的健康人文方法可能需要调整,以有效地整合可持续性教育.
研究的目的:
- 提出一个变革性的健康人文框架,以教育可持续性和可持续发展目标.
- 探索叙事医学如何在微,中和宏观层面促进变革性学习.
- 为了有效的可持续性教育,在健康人文学中确定必要的适应.
主要方法:
- 在健康人文学中应用朗格的三级变革性学习 (个人,关系,社会).
- 利用叙事医学作为一个关键的教学工具.
- 整合反射性的自我评估,探索不同的视角,和社会现实理解.
主要成果:
- 健康人文,特别是叙事医学,可以有效地促进可持续发展的变革性学习.
- 这种方法促进了个人 (认知),关系 (互动) 和社会层面的变化.
- 拟议的框架为健康教育中教导可持续性和可持续发展目标提供了一个强有力的方法.
结论:
- 整合叙事医学的变革性健康人文框架对于可持续性教育至关重要.
- 实施这一框架需要对当前的健康人文科学原则和方法进行批判性重新评估.
- 这种跨学科的方法可以赋予未来的卫生专业人员支持可持续发展目标的权利.
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