患者参与促进临床前医学学生的同情心:跨部分干预研究研究
Rachel Winter1, Jamanda Liddicott1, Alice Delmonte1
1Stoneygate Centre for Empathic Healthcare, Leicester Medical School, University of Leicester, George Davies Centre, University Road, Leicester, England, LE1 7RH, United Kingdom, 44 116-229-3770.
Journal of participatory medicine
|March 11, 2026
概括
包括患者在医学讲座中显著提高了学生的同情心和参与度. 这种新的方法通过将真实的患者声音整合到生物医学,临床和社会科学教育中来增强学习.
科学领域:
- 医学教育 医学教育
- 课程开发 课程开发
- 同理心培训同理心培训
背景情况:
- 患者参与医学教育往往局限于小组环境.
- 这项研究涉及患者参与大群,以讲座为基础的教学.
- 专注于有意义的患者参与,避免父权主义的方法.
研究的目的:
- 设计,实施和评估一个新的课程组件.
- 让患者参与早期的生物医学,临床和社会科学教学.
- 促进医学学生的同理心发展.
主要方法:
- 采用了六步课程开发方法.
- 将真实患者整合到讲座中,以获得真实的声音.
- 雇佣了与患者,教育工作者和学生合作制作的研讨会.
- 通过医疗保健网络和患者组招募患者.
- 管理学生反问卷,以评估参与度和学习成果.
主要成果:
- 604名一年级和二年级学生参加了与患者的讲座.
- 87%的学生报告说,同情心增加了.
- 77.5%的学生报告说,学习参与度有所改善.
结论:
- 在讲座中包含患者故事的小说增强了学生的学习.
- 这种干预有效地促进了医学学生的同情心.
- 发现是可重复的,可转移的,并得到了学生的良好接收.
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