【摘要】 目的 探讨医者之心(HEART)课程中“临床早期接触社会实践环节”对关怀能力养成的效果,对该课程纳入“临床早期接触”的教学设计做小结。方法 编纂临床早期接触中的“隐性课程”体验问卷,对参加医者之心(HEART)课程的临床早期接触社会实践环节的学生进行事后访问及问卷调查,以此评估“隐形课程”对医学生关怀能力养成的初步情况。结果 医学实习生对各种具有隐性课程内涵举措的各个维度对其关怀能力培育的帮助,均呈偏正向的态度。“带教教师教学示范”“关怀展现”“专业胜任能力对学生关怀能力影响”这3个构面的强弱程度,会因“学生临床早期接触时长”“带教教师年资”“临床早期接触过程满意程度”的不同而呈现显著差异。结论 “临床早期接触各类组织形式”对第一次进入临床体验的医学生关怀能力认知有重要影响,典范学习及同伴影响对医学生关怀能力认知有正向影响。更多还原

【Abstract】 Objective To explore the effect of “clinical early contact” practice on the cultivation of medical students’caring ability in the medical professionalism training course(HEART), and to summarize the teaching design of “clinical early contact” in the course. Methods The questionnaires of “hidden curriculum” were compiled, and the post interview and questionnaire survey were conducted on the students who participated in the clinical early contact with social practice of “HEART” curriculum, so as to evaluate the preliminary situation of “hidden curriculum” on the cultivation of medical students’ caring ability. Results Medical students had a positive attitude towards helping their caring ability cultivation from all dimensions of various measures with hidden curriculum. The strength of the three dimensions of “teaching demonstration of teachers with guidance”, “caring display” and “influence of professional competence on students’ caring ability” will be significantly different due to the differences of “students’ early clinical contact time span”, “teachers, seniority” and “satisfaction degree of early clinical contact process”. Conclusion “various organizational forms of early clinical contact”has an important impact on the cognition of care ability of medical students who enter clinical experience for the first time.Model learning and peer influence have a positive impact on the cognition of care ability of medical students.更多还原