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作 者:李芳[1] 郭莉萍[1] 邹漫云[1] 吴朝霞[2] 乔玉玲[1] 牛颖[1] 刘晶晶[2] 黄芳[2] 李俊[1]
机构地区:[1]北京大学医学部医学人文研究院应用语言学系医学英语教研室,100191 [2]北京大学医学部医学人文研究院应用语言学系公共英语教研室,100191
出 处:《中华医学教育杂志》2015年第1期44-47,共4页Chinese Journal of Medical Education
基 金:北京市教育委员会2013年北京高等学校青年英才计划项目:“生殖医学技术话语的传播与意义建构”(YETP0067)
摘 要:在当前医患关系紧张的情况下,提高医学生对医患交流本质的认识和医患交流的能力,已经成为医学教育的核心内容之一.为了深入了解我国慢性病患者与医生的交流现状,探讨患者对医患沟通的认识、评价和期待,进而为医学教育提供启示,本研究选取16例2型糖尿病患者,对其进行一对一半结构式深入访谈,鼓励患者围绕“医患交流”展开叙事.访谈结果显示,患者对医患交流整体评价较为乐观,但对医疗体制、医疗水平、医生态度和交流方式等方面尚存不满.研究发现,当前糖尿病患者与医生的交流仍然存在两个方面的问题:“任务聚焦型”行为不充足,交流信息不充分;交流中的社会情感型行为尚有缺失.基于分析结果,针对提高医学生医患交流能力提出了建议.In recent years,doctor-patient conflicts occurred frequently in China.It is crucially important to raise medical students' awareness and understanding on the nature of doctor-patient communication and improve their communicative competences.In order to investigate the current situation of communication between doctors and patients of chronic diseases and generate implications on teaching medical students about doctor-patient communication,this study explored type 2 diabetes patients' perceptions and expectations of their communication with doctors.16 Chinese diabetes type 2 patients were enrolled.Semi-structured one-to-one in-depth interviews were conducted.Subjects were encouraged to expand their narration on communication with their doctors.Interview results shows that patients' general evaluation on doctor-patient communication is positive,however dissatisfaction exists in areas including the contemporary medical system,medical advancement,doctor competence,doctor' s attitudes,and manner of communication.It is concluded that communication between diabetes type 2 patients and their doctors is found problematic in two aspects:task-focused behaviors are in need of refinement and enrichment,as the current information exchange is found to be far from enough;the social-emotional behaviors are totally neglected in communication.Suggestions on educating medical students and improving their communication competences are generated from the study.
分 类 号:G642[文化科学—高等教育学] R-4[文化科学—教育学]
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