黑龙江省某医科大学医学生医学人文教育认知调查  

Survey of Medical Humanities Education Cognition of Medical Students in a Medical University in Heilongjiang Province

作　　者：郭斌[1] 程怀志[1] 邓玉霞[1] 张槊[1] 王俊兰[1] GUO Bin(Daqing Campus of Harbin Medical University,Daqing,Heilongjiang,163319,China)

机构地区：[1]哈尔滨医科大学大庆校区,黑龙江大庆163319

出　　处：《医学与社会》2020年第10期116-119,124,共5页Medicine and Society

基　　金：黑龙江省教育规划重大课题“以立德树人为根本任务的学生核心素养培养策略研究”的分项课题,编号为GJ20170061;哈尔滨医科大学大庆校区人文社会科学研究专项,编号为DQRW201601;哈尔滨医科大学教师发展基金项目,编号为JFRWSK201901;黑龙江省卫生健康委科研课题,编号为2019-077。

摘　　要：目的:了解临床相关专业学生的人文教育认知情况,为促进医学领域的教育改革提供参考。方法:采用分层整群随机抽样的方法选取黑龙江省某医科大学581名医学生为研究对象,进行现场问卷调查,以卡方检验分析不同性别和年级医学生之间医学人文教育认知的差异。结果:87.3%的医学生不能明确人文教育等相关概念,22.5%对医学人文教育的作用认识不到位,不同性别和不同年级的医学生对医学人文教育的认知存在一定差异。结论:需因材施教,采取多种形式的授课方式提高医学人文教育教学效果;医学人文教育应贯穿教学过程的始终,并通过正确引导加强医学生对人文教育的重视。Objective:To understand the cognition of humanistic education of clinical students,so as to provide reference for promoting education reform in medical field.Methods:581 medical students of a Medical University in Heilongjiang Province were selected as the research objects by stratified cluster random sampling method.The field questionnaire survey was conducted.Chi square test was used to analyze the differences of medical humanities education cognition among medical students of different genders and grades.Results:87.3%of the students of clinical related majors could not define related concept such as humanistic education,and 22.5%did not fully understand its functions.There were some differences in the cognition of medical humanistic education among students of different grades.Conclusion:It is necessary to teach students according to their aptitude and adopt various teaching methods to improve the teaching effect of medical humanities education.Medical humanities education should run through the whole teaching process and strengthen medical students’attention to humanistic education through correct guidance.

关 键 词：医学生 人文教育 认知 

分 类 号：R192.9[医药卫生—卫生事业管理]