精神病学哲学中的概念能力:一个截面调查
Christophe Gauld1, Awais Aftab2, Marc Auriacombe3
1Department of Child Psychiatry, CHU de Lyon, 69000 Lyon, France; Institut des Sciences Cognitives Marc-Jeannerod, UMR 5229 CNRS & Université Claude-Bernard Lyon 1, Lyon, France; Université de Bordeaux, CNRS, SANPSY, UMR 6033, 33000 Bordeaux, France.
L'Encephale
|May 24, 2025
概括
法国精神病学专业人员认识到概念能力培训中的差距. 将哲学纳入精神病学教育对于提高临床和研究技能至关重要,90%的人支持哲学培训.
科学领域:
- 精神病学是一个精神病学.
- 医学教育 医学教育
- 医学哲学 医学哲学
背景情况:
- 精神病学的复杂性需要整合经验实践,经验和理论.
- 现有的精神医学教育可能无法充分解决概念上的挑战.
- 这项研究解决了法国精神病学中增强概念能力的需求.
研究的目的:
- 评估法国精神病学学生和从业人员自我报告的概念能力.
- 评估将哲学纳入精神病学教育的教学必要性.
- 确定精神病学培训在概念理解和应用方面需要改进的领域.
主要方法:
- 对353名法国精神病医院住院生,从业者和退休精神病医生进行了横截面的在线调查.
- 问卷评估了自我报告的概念能力在三个方面:整合,执行和知识.
- 参与者在五分利克特等级上对18个项目进行了评分,并对精神疾病和培训需求进行了额外的评分.
主要成果:
- 参与者表示对概念理解的信心中等 (41.9%),对批判性评估的信心较低 (24.4%).
- 评分表明,与感知能力的整合 (3.19) 和执行 (3.14) 相比,申报的知识 (3.81) 更高.
- 超过90%的参与者认可精神病学课程中需要哲学培训,强调多重视角的价值.
结论:
- 调查结果强调了将概念能力纳入精神病学教育和实践的重要性.
- 当前培训中的差距凸显了需要结构化的教学方法来应对精神病学中的哲学挑战.
- 建议进行纵向研究,以评估教育干预措施对概念能力的影响.
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