在基于能力的医学教育中实施病理学态度,沟通和伦理学模块教学:在马哈拉施特拉州一所医学院的经验
Vaishali B Nagose1, Vipin N Todase2, Shivanand S Rathod3
1Department of Pathology, Government Medical College, Sindhudurg, Maharashtra, India.
Indian journal of pathology & microbiology
|January 20, 2026
概括
将态度,沟通和伦理 (AETCOM) 主题整合到病理学教育中,使用反思性写作和戏剧改善了医学学生的表现和参与度. 这种教学方法增强了对医疗保健团队合作和同情心的理解.
科学领域:
- 医学教育 医学教育
- 病理学课程开发 病理学课程开发
背景情况:
- 基于能力的医学教育 (CBME) 病理学课程包含了态度,沟通和伦理 (AETCOM) 主题,包括医疗团队的合作和同情心.
- 实施这些AETCOM模块带来了挑战,需要对教学方法进行修改.
研究的目的:
- 增强医学学生的兴趣,参与和理解病理学中关键的AETCOM主题.
- 评估新型教学方法的有效性,并收集学生对AETCOM模块的反.
主要方法:
- 该研究涉及参与AETCOM模块活动的MBBS病理学二年级学生.
- 方法包括规划,敏感化,反思性写作 (RW) 和戏剧,随后是学生反收集和分析,使用对同情心和医疗团队技能的检查清单.
主要成果:
- 反思性写作显示出很高的相关性 (94.6%),平均得分为7.71/10的同情心和7.75/10的医疗保健团队技能.
- 学生的反表明了积极的学习体验,戏剧被认为是最有效的主题保留活动.
结论:
- 综合各种活动,包括反思性写作和戏剧,显著提高了学生的表现和对AETCOM病理学的兴趣.
- 这种多方面的方法有助于在最终的理论考试中最大限度地保留AETCOM病理学概念.
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