从动机到医学人文学的意义:对中国医学学生价值内化的混合方法研究
Min Wei1, Yanhua Zhang1, Fanglin Zhu2
1College of Foreign Languages, Shandong First Medical University, No. 619, Great Wall Road, Tai'an, Shandong, 271016, China.
BMC medical education
|January 6, 2026
概括
学生的动机,情绪和临床经验是医疗保健专业人员内化人文价值观的关键. 将课堂学习与支持性临床环境相结合,可以增强专业身份的发展.
科学领域:
- 医学教育 医学教育
- 健康 职业 教育 教育 专业
- 人文主义心理学 人文主义心理学
背景情况:
- 医学人文学科的目标是向未来的卫生专业人员灌输人文价值观.
- 了解学生如何在不同的学习环境中内化这些价值观至关重要,但尚未完全阐明.
- 这项研究研究了动机,参与,情绪和临床经验在价值内化中的相互作用.
研究的目的:
- 检查不同类型的学生动机和参与医学人文学科之间的关系.
- 探索情绪和临床经验在支持人文价值观内化中的作用.
- 了解这些因素如何影响未来卫生专业人员的专业身份.
主要方法:
- 在中国一所医学大学采用混合方法的方法.
- 来自161名本科生 (医学,护理,公共卫生) 的调查数据使用结构方程建模分析.
- 与30名学生进行的半结构面试提供了定性深度.
主要成果:
- 发育动机积极预测课程满意度和专业身份.
- 避免动机与情感满意度降低有关.
- 临床实习加强了满意度和职业认同之间的联系,情绪作为反思的催化剂.
结论:
- 仅仅是动机就不足以实现价值内化;情绪和临床背景是重要的桥梁.
- 经验式学习与支持性的临床环境相结合,可能会促进专业承诺.
- 需要进一步的研究来证实观察性研究中的因果关系.
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