引用本文:雷星 阚金庆 张学瑜 葛风晓 王焕 尹志强 金昊.临床医学专业学位硕士研究生人文教育影响因素的调查分析[J].中华医学教育探索杂志,2015,14(2):134~137
临床医学专业学位硕士研究生人文教育影响因素的调查分析
Investigation and analysis of the factors affecting humanistic education of master degree grad-uates of clinical medicine
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中文关键词:  专业学位  硕士研究生  临床医学  医学人文教育  问卷调查
英文关键词:Professional degree  Master graduate students  Clinical medicine  Medical humanistic education  Questionnaire
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作者单位
雷星 阚金庆 张学瑜 葛风晓 王焕 尹志强 金昊 Department of Orthopedic Surgery Linyi People's Hospital, Linyi 276000, China 
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中文摘要:
      目的 对可能影响临床医学专业学位硕士研究生人文教育效果的因素进行调查,为医学人文教育改革提供参考。方法 用自制问卷对某校在学的100名临床医学专业学位硕士研究生进行调查。问卷项目包括对象基本情况、其课外人文相关经历、其是否亲身参与一些人文关怀活动、这些经历是否影响其对人文教育的态度。使用SPSS 19.0对调查数据进行分析,通过?字2检验或Fisher 确切概率法分析不同性别、婚姻状况及专业的硕士研究生的态度差异。结果 被调查者认为,对人文教育有促进作用的相关经历类型前四位分别为义诊义工活动、人际关系融洽、抢救患者经历和患病经历,选择人数分别占95.8%(91/95)、92.6%(88/95)、89.5%(85/95)和88.4%(84/95)。而对人文教育有阻碍作用的相关经历类型前四位分别为学业压力、工作负荷、有限沟通和人文关怀欠缺,选择人数分别占100.0%(95/95)、95.8%(91/95)、91.6%(87/95)和84.2%(80/95)。此外,不同类别硕士研究生在相关经历可能对人文教育造成影响的认识上差异无统计学意义(P >0.05)。结论 医学院校人文教育不应局限于课堂授课形式,应拓宽人文教育途径,采用灵活的人文考核方式,全面提升人文教育效果。
英文摘要:
      Objective To survey and analyze the factors that may affect the results of human-ities education about master degree postgraduates, and provide the basis and reference for traditional medical humanities education reform. Methods By using the self-made questionnaire, a survey was conducted among 100 medical postgraduates of a university. Questionnaire items included basic infor-mation of the postgraduates, humanities-related extracurricular experiences, whether there had been personal experiences corresponding to these options or these experiences affected the attitude of hu-manistic education options. The survey data were analyzed using SPSS 19.0 software and the results were expressed by the relative number. The differences between different gender, marriage and differ-ent specialty student satisfaction were analyzed by using chi-square test or Fisher's exact test, showing no statistical significance (P >0.05). Results Respondents believed that the highest rate of the top four which supported the experiences that promoted humanistic education were clinic volunteer activi-ties, interpersonal harmony, rescuing the patient experiences and illness experiences, accounting for 95.8% (91/95), 92.6% (88/95), 89.5% (85/95) and 88.4% (84/95), respectively. On the other hand, the highest rate of the top four that impeded humanities education-related experiences were academic stress, workload, limited communication and lack of humane care, accounting for 100.0% (95/95), 95.8% (91/95), 91.6% (87/95) and 84.2% (80/95) respectively. In addition, different types of students' attitude towards experiences that may have impact on the humanistic education were not statistically significant (P >0.05). Conclusion Humanities education in medical colleges should not be limited to classroom instruction form. We should broaden humanistic education approach, flexible assessment methods of humanities, to enhance the effect of humanities education.
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