发现共识:一个焦点组研究健康人文教育教育的研究
Craig M Klugman1, Rosemary Weatherston2, Anna-Leila Williams3
1Department of Health Sciences, DePaul University, Chicago, United States. cklugman@depaul.edu.
The Journal of medical humanities
|November 19, 2025
概括
健康人文课程在北美快速增长. 尽管存在差异,但教育工作者同意关键优先事项,如跨学科性和高质量课程的变革性教育.
科学领域:
- 卫生 人文 教育 教育 卫生 人文 教育
- 学术课程开发 学术课程开发
- 跨学科研究 跨学科研究
背景情况:
- 两个十年来,北美健康人文课程的显著增长.
- 课程结构和教育内容的现有变化.
- 需要定义健康人文教育的特点和基本组成部分.
研究的目的:
- 从健康人文教育工作者那里寻求关于课程特色的观点.
- 确定高质量的健康人文课程的基本知识,技能和价值观.
- 提炼学术健康人文课程的定义参数.
主要方法:
- 员工参与行动研究 (PAR) 方法.
- 进行了14次焦点小组采访,对89位自称北美卫生人文教育工作者进行了采访.
- 利用七个领域的主题分析,确定了41个主题和五个总体主题.
主要成果:
- 确定了七个领域:知识,教育/教学,方法方法,技能,价值观,纪律性和制度限制/外部限制.
- 发现了五个跨领域的主题:跨学科性,内部调查,外部审查,实践和变革性教育.
- 在现场层面的优先事项上达成共识,尽管有程序变化和缺乏正典知识库.
结论:
- 总体主题表明了卫生人文教育的共同优先事项.
- 对关键要素的共识超越了方案的多样性.
- 需要进一步的研究,以改善健康人文计划的评估和评估工具.
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