作为医学人文教育核心的历史学  

Making the Case for History in Medical Education

作　　者：    方芗(译)[5] David S. JONES;Jeremy A. GREENE;Jacalyn DUFFIN;John Harley WARNER;FANG Xiang(Harvard University,Cambridge 02138,USA;Johns Hopkins University,Baltimore,21205,USA;Queen's University,Kingston K7L 3N6,Canada;Yale University,New Haven,06510,USA;Sun Yat-sen University,Guangzhou 510080,China)

机构地区：[1]美国哈佛大学历史系 [2]约翰斯·霍普金斯大学 [3]皇后大学 [4]耶鲁大学医学史系 [5]中山大学社会学与人类学学院,广东广州510275

出　　处：《广西民族大学学报（哲学社会科学版）》2018年第2期114-128,共15页JOURNAL OF GUANGXI MINZU UNIVERSITY:PHILOSOPHY AND SOCIAL SCIENCE EDITION

摘　　要：尝试从不同的角度讨论史学对于医学核心能力在知识、论证和操作上所发挥的作用。史学对于了解疾病的成因(如非还原论机制需要计算疾病长期以来的变化量)、疗效(如为什么医生认为他们的治疗方案有效,还有就是他们在不同时期的评估方式的变化)有核心贡献。同时有助于了解医学知识和实际操作在不同的社会、经济和政治背景中的偶然性。这些都是医生作为诊断者和治疗者需要知道的。因此史学恰恰能被纳入医学教育中最为盛行的核心技能的培养。The paper articulates a different approach and makes the case for history as an essential component of medical knowledge, reasoning, and practice. History offers essential insights about the causes of disease (e.g., the non-reductionistic mechanisms needed to account for changes in the burden of disease over time), the nature of efficacy (e.g., why doctors think that their treatments work, and how have their assessments changed overtime), and the contingency of medical knowledge and practice amid the social, economic, and political contexts of medicine. These are all things that physicians must know in order to be effective diagnosticians and caregivers, just as they must learn anatomy or pathophysiology. The specific arguments we make can be fit, as needed, into the prevailing language of competencies in medical education.

关 键 词：医学史 医学教育 医学人文 

分 类 号：Q98-0[生物学—人类学]