论医学人文教育模式的构建  

Construction of Medical Humanities Education Mode

作　　者：唐平[1] 王伦安[2] 唐宏川[3] 

机构地区：[1]成都医学院,四川成都610500 [2]成都医学院科研处,四川成都610500 [3]成都医学院人文信息管理学院,四川成都610500

出　　处：《中国医学伦理学》2014年第2期267-269,共3页Chinese Medical Ethics

摘　　要：当前的医学人文教育实践存在教育内容滞后,教育途径重认知、轻实践,教育目的智育化、工具化,制度支持缺失等问题。为此,我们认为医学人文教育应坚持"以生为本、医学教育与人文教育融合"的理念,以思想教育为主导,以心理相容为基础,以制度强化为保障。这一医学人文教育模式既是对当前医学教育疏离社会、疏离人的主体性的时代回应,又是对客体化人文教育模式的超越,充分反映了当代医学生的个性特点,同时也体现了医学生人文行为养成与发展的规律。There are such problems as the contents of education lag , overemphasising cognition and intellectu-alization, despising practice and system supporting in current medical humanities education practice .We think that the medical humanistic education should adhere to the concept of student -oriented, medical education and human-ities education fusion , the idea of ideological education as the leading factor , the psychological compatibility as the base ,the system strengthening as the security .The medical humanities education mode is not only the response of the main current medical education mode of social alienation and human alienation , but also the surpassing of the object of humane education mode .It fully reflects the personality characteristics of the contemporary medical students , embodies the regularities of nurturing and development of human behavior in medical students .

关 键 词：思想教育 心理相容 制度强化 人文教育模式 

分 类 号：R192[医药卫生—卫生事业管理]