医学人文教育的德性内涵与启示  

The Connotation of Virtue and its Inspiration in Medical Humanity Education

作　　者：朱亚杰[1] 张艳清[1] 

机构地区：[1]首都医科大学卫生管理与教育学院,北京100069

出　　处：《医学与社会》2013年第9期90-92,共3页Medicine and Society

基　　金：2012年全国教育科学"十二五"规划课题阶段成果;编号为DEA120199

摘　　要：医学人文教育承载着培养医学生人文精神和对患者实施生命关怀意识的任务。从生命关怀的深层次上看,医学院校人文教育的教育内涵是一种包含着对生命与死亡的理解、价值的诉求、痛苦的关切等因素的精神教育与道德教育,所以在教育过程中应该更加突出超越性、内在性和实践性等德性的内涵。因此,医学院校应从生命意义体验、生命敬畏情感、生命关怀实践等层面,以加强医学人文教育的效果,这是医学生人文素质培养工作中不可或缺的内在要求。The Medical Humanity Education cultivates medical students＇ humanistic spirit and consciousness of life care. In the perspective of life care, a more important feature of medical humanities education is spiritual and moral education that incorporates the understanding of life and death, the demands for value, the caring for suffering and other factors, which requires a much more prominence of virtue connotations such as transcendence, inherence, and practicality in the education process, it is essential to enhance the medical humanities education from the perspective of life experiencing, life awing and life care practice.

关 键 词：医学生 人文教育 生命关怀 

分 类 号：R192[医药卫生—卫生事业管理] G412[医药卫生—公共卫生与预防医学]