死亡教育干预对医学学生死亡态度的影响:系统审查和元分析
Nan Wang1,2, Zhizhong Wang1
1School of Humanities and Social Sciences, Shanxi Medical University, Taiyuan, Shanxi, China.
Frontiers in public health
|February 20, 2026
概括
死亡教育干预积极影响医学学生的死亡态度和息护理技能. 混合学习和更长的持续时间 (≥16小时) 显示了改善接受和减少恐惧的有希望的结果.
科学领域:
- 医学教育 医学教育
- 息护理研究 息护理研究
- 死亡和死亡的心理学.
背景情况:
- 息护理的质量取决于从业者的死亡认知和沟通技巧.
- 医学学生经常表现出死亡焦虑和不发达的缓解性沟通能力.
- 缺乏关于死亡教育干预措施的有效性和最佳模型的系统证据.
研究的目的:
- 系统地评估死亡教育干预措施对医学学生死亡态度的影响.
- 为了确定最佳的干预模式,医学生死亡教育.
- 评估对息护理素养和接受度的影响.
主要方法:
- 2010年至2025年间发表的12项非随机干预研究 (1111名学生) 的元分析.
- 根据PRISMA的指导方针,搜索了5个数据库 (PubMed,科学网,科克兰图书馆,CNKI,万芳数据).
- 使用MINORS尺度评估研究质量;使用Stata 18.0.0进行子组,敏感性和出版偏差分析.
主要成果:
- 干预措施显著降低了对死亡的恐惧 (SMD=-0.38),避免死亡 (SMD=-0.40) 和逃避接受 (SMD=-0.32).
- 干预措施增强了中立接受 (SMD=0.43) 和方法接受 (SMD=0.29),改善了人们对息治疗的态度.
- 混合学习和干预≥16小时的课堂时间显示出更好的结果;在接受方面注意到文化差异. 观察到很高的异质性 (I2>80%).
结论:
- 死亡教育干预措施显示了改善医学学生死亡态度和息护理素养的潜力.
- 混合学习模型和更长的干预时间 (≥16小时) 可能更有效.
- 建议将其整合到课程,文化优化的设计和后续系统,用于医学院.
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