从异构的重点小组探索医学人文学科:一个专题分析
Lieh-Yu Yi1, Ting-Chun Tseng2, Shao-Yin Chu3,4,5
1Department of Medical Education, Taipei Tzu Chi Hospital, Buddhist Tzu Chi Medical Foundation, New Taipei, Taiwan.
Tzu chi medical journal
|October 18, 2024
概括
医学人文教育整合了艺术和社会科学. 这项研究探讨了学生和专业人士之间的定义,学习和实施,提出了一个强调自我培养和体验式学习的新框架.
科学领域:
- 医学教育 医学教育
- 医学人文学科 医学人文学科
- 跨学科研究 跨学科研究
背景情况:
- 医学人文学科是一个不断增长的多学科领域,将人文学科,社会科学和艺术融合到医学教育和实践中.
- 需要一个精细的定义来涵盖不同的文化和地区.
- 了解学生,医生和护士对医学人文学科的看法对于其发展至关重要.
研究的目的:
- 探索学生,医生和护士对医学人文学的看法.
- 研究医学人文学科的定义,学习和实施.
- 发展一个包容性和文化敏感的医学人文学的框架.
主要方法:
- 四个异质的焦点小组由医学学生,医生和护士组成.
- 半结构化指导问题用于数据收集.
- 对用普通话分析的成绩单进行了主题分析.
主要成果:
- 三个主题和16个子主题出现了:医学人文属性 (多样性,进化,临床相关性,人性),医学人文内容 (自我培养,沟通,同情,文化能力,道德,体现) 和医学人文培养 (个人成长,课程,多媒体,临床经验,元认知).
结论:
- 提出了医学人文学科的三层框架,强调其动态性质和体验式学习的重要性.
- 该框架将东方哲学中的"自我培养"纳入其中,强调医疗保健专业人员的福祉.
- 这项研究通过整合东方观点和加深对医疗保健中人类的理解,丰富了医学人文教育.
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