医学生人文素质教育的认知情况及需求分析

【摘要】 目的 了解医学生对于人文素质教育的认知情况及其教育需求，为制定和完善医学生的人文素质教育方案，践行生物-心理-社会的医学模式提供参考依据。方法 以长沙市某高校在校医学生为调查对象，采用过线下面对面调查与线上借助问卷星平台的问卷调查方式完成。结果 本次研究共收集到有效问卷375份，男生161名（42.93%），女生214名（57.07%）。其中，听说过人文教育概念的同学共367名（97.87%）；对自身人文素质评价满意的同学有44名（11.73%）。在医学生选修的人文课程中，最受欢迎的为“影视文化”（69.87%）；对于医学人文素质课程教学方法，学生需求最大的为师生交互式教学（86.4%），其次为启发式教学（68.8%）；调查医学生对于人文素质相关事件的处理情况，在突发事件和不良事件情境中选择较正确答案的同学分别为335人（89.33%）、321人（85.60%）。结论 医学生对人文素质教育认知现状良好，但仍有教育需求，提示医学高等院校应从多个方面采取有效措施，建立和完善医学人文素质教育方案，提升医学生的人文素养。更多还原

【Abstract】 Objective To understand the cognition and educational needs of medical students for humanistic quality education, and to provide reference for the formulation and improvement of humanistic quality education programs for medical students and the practice of biological-psychosocial medical model. Methods The medical students in a university in Changsha were taken as the survey objects, and the offline face-to-face survey and the online questionnaire survey were completed by using the questionnaire star platform. Results A total of 375 valid questionnaires were collected in this study, including 161males(42.93%) and 214 females(57.07%). Among them, 367 students(97.87%) had heard of the concept of humanistic education. There were 44 students(11.73%) who were satisfied with their own humanistic quality evaluation. Among the humanities courses selected by medical students, the most popular one was "film and television culture"(69.87%). As for the teaching methods of medical humanistic quality courses, the most important requirement of students was teacher-student interactive teaching(86.4%), followed by heuristic teaching(68.8%). According to the investigation of medical students’ handling of humanistic quality-related events, 335 students(89.33%) and 321 students(85.60%) chose the correct answer in emergency and adverse event situations, respectively. Conclusions Medical students’ cognition of humanistic quality education is satisfactory, but there are still educational needs. It suggests that medical colleges and universities should take effective measures from multiple aspects to establish and improve medical humanistic quality education programs and improve medical students’ humanistic quality.更多还原