肿瘤学专业学生医学人文素养培养路径研究

目的:分析肿瘤学专业学生的人文素养及教育现状,探索肿瘤学专业学生医学人文素养的培养路径。方法:结合医疗卫生服务的现实需求,分析提升肿瘤学专业学生医学人文素养的必要性,探讨培养肿瘤学专业医学生的医学人文能力的路径。结果:鉴于肿瘤学专业的特殊性和复杂性,对肿瘤学专业医学人才开展人文教育提出了更高的要求。结论:提升肿瘤学专业学生人文素养的路径主要包括:1.拓展课程设置,转变教学理念;2.改变考核方式,教学课程考核中引入实践内容;3.调整教学模式,改善教学环境;4.营造具有人文气息的实习环境;5.在临床实践中,融入医学人文理念。     

关于加强肿瘤学临床实习阶段人文教育的探讨

目前随着医学模式的转变,我国医学教育体制正从应试教育向素质教育转变,要求未来的医生不仅具备广泛、扎实的医学基础理论、临床实践技能,还必须同时具备很好的人文精神和崇高的职业道德。肿瘤专业医学教育是医学教育领域的重要分支,面对全球恶性肿瘤的高发趋势,对高素质肿瘤专业医学人才的迫切需求,本文分析肿瘤学临床实习阶段医学生人文教育的现状,探讨如何在临床实习阶段融入人文教育,以培养出适应社会及肿瘤治疗新模式的合格的医学人才。     

肿瘤学研究生临床教学模式探索

近年来,恶性肿瘤已经呈现出迅猛发展的趋势。尽管目前我国肿瘤专业的基础和临床研究取得了前所未有的进步,但是,在临床教学和人才培养工作上却存在严重滞后和不足的现象。因此,培养一位能够担当或者挑战肿瘤诊疗领域的合格医生,需要教师不懈的努力和探索。本文将对临床肿瘤学教育的重要性以及肿瘤学研究生教学的多方面问题进行一一阐述。1临床肿瘤学教育的重要性2014年2月3日,世界卫生组织发表了《全球癌症报告     

强化多学科综合治疗原则在头颈肿瘤学教学中的意义

综合治疗模式已成为现代肿瘤治疗的基本模式,包括手术、放化疗、生物治疗、靶向治疗等,其广泛应用于临床实践。然而,肿瘤学教学过程中这一治疗理念并未深入到肿瘤学各分类专业中,头颈肿瘤学科仍是针对疾病为主核心的治疗手段进行讲授,不仅影响了临床治疗效果的提高,而且限制了头颈肿瘤学的发展及专业人才的培养。本文针对头颈肿瘤学专业的自身特点,阐明头颈肿瘤学教学过程中强化多学科综合治疗原则的重要性及意义。     

肿瘤专业人才培养的探讨

随着恶性肿瘤发病率和死亡率日趋增高,培养肿瘤专业人才越来越重要。文章对肿瘤学教学的现状进行分析,从三个＂重视＂入手：重视肿瘤学教学的完整性和系统性;重视肿瘤学的研究生教育;重视与肿瘤患者的沟通技巧,对肿瘤专业人才培养进行了探讨。     

护理专业学生人文素质培养的必要性及对策

人文素质,是指由知识、能力、观念、情感、意志等多种因素综合而成的一个人的内在的品质。目前,护理专业学生普遍人文素质较低,人文意识淡薄,但医学的发展对护理人才提出了更高的要求,要培养综合素质全面发展的护理人才,就必须注重护理专业学生人文素质的培养。加强人文素质教育,首先树立护理教育新观念,将人文教育纳入护理教育目标体系中,强化人文意识,其次要重视人文学科教学,完善人文学科教育体系,并且要营造良好的人文氛围。在护理学教育中注重人文素质的培养,必将大大提高护理教育的质量。     

癌痛规范化诊治提高临床肿瘤学教学的人文素质教育

目前,医学人文教育缺失亦是现阶段医患关系日益紧张的重要原因;癌痛是恶性肿瘤患者最常见的症状;近期卫生部倡导癌痛规范化诊治,凸显了医学人本思想,体现了医护人文关怀,有助于提高临床肿瘤学教学的人文素质教育。     

《国际肿瘤学杂志》2011年征订启事

<正>《国际肿瘤学杂志》(原刊名:国外医学肿瘤学分册)是由中华人民共和国卫生部主管,中华医学会、山东省医学科学院主办的肿瘤专业学术性期刊,是中华医学会学系列杂志之一。主要报道国内外肿瘤学领域的新动态、新进展和新技术,反映国内外肿瘤学科临床、科研、防治工作的重大进展,促进国内外肿瘤学科学术交流。     

防癌不要迷信“数字饮食”

【专家简介】欧阳学农南京军区福州总医院肿瘤科主任、主任医师,国家中西医结合肿瘤重点学科主任、国家药物临床试验机构(肿瘤专业)主任、全军中医药学会副会长、全军肿瘤专业委员会常委,《临床肿瘤学杂志》编委、《肿瘤学杂志》编委,从事肿瘤临床工作近30年。     

第一届中国内科肿瘤学大会第二轮会议及征文通知

为更好地检阅和交流我国内科肿瘤学的研究成果,了解和把握国际上的最新进展,经卫生部批准,中国癌症基金会、中国抗癌协会、中华医学会肿瘤学分会、卫生部全国肿瘤防治研究办公室和中国医学科学院肿瘤医院决定共同主办第一届中国内科肿瘤学大会(The First Chinese Conference on Medical Oncology,CCMO),会议由中国医学科学院肿瘤医院承办,中华肿瘤杂志、中华医学杂志、中国老年学学会老年肿瘤专业委员会、中国抗癌协会临床肿瘤学协作专业委员会协办。     

肿瘤内科临床实习教学体会

医学是一门实践性很强的科学,临床见习是临床教学中的重要组成部分,是医学生接触病人、从单纯课堂教学步入临床实践的重要环节。南通大学附属肿瘤医院是全国范围内较早地开展了肿瘤学教学的医院,肿瘤内科学临床实习教学工作对于学生提高肿瘤内科学理论知识与实践能力具有重要意义。本文就实习前的准备、知识积累、能力及医德素质培养几个方面浅谈体会。     

Assessing performance in final year medical students. Can a postgraduate measure be used in an undergraduate setting?

BACKGROUND: The transition between medical school and graduate performance should be a continuum. This study aimed to evaluate an assessment tool developed for practising doctors when applied to undergraduates. METHODS: A 12-item rating form was developed from that used for practising doctors by the Royal Australasian College of Physicians. Over a 2-year period, senior doctors, junior doctors and nurses completed the rating form on final year medical students. Some students completed self-assessments. We performed factor analysis and correlated scores between raters and attachments. Correlating ratings with concurrent traditional assessment results across the year tested construct validity. RESULTS: Ten forms per student were distributed for all 123 students and 856 were returned (70%). Internal consistency was very high. In all, 71.1% of the variance was accounted for by two factors (clinical skills and humanistic). This factor structure is unchanged when restricted to different raters and is the same as that noted previously when rating practising doctors. There were good correlations between raters (including self) and between attachments. Nurse ratings were reliable but nurses rated students significantly lower on humanistic qualities. Correlations with traditional assessments were high when all traditional assessments were combined. Women scored more favourably than men on humanistic qualities. CONCLUSION: A rating instrument for doctors in practice retains the same factor structure and a high degree of reliability and validity for senior medical students. Reliable ratings by nurses have implications for measures of collegiality and teamwork. We believe the instrument could be a useful outcome measure for medical programmes and employers.     

Medical faculty as humanistic physicians and teachers: the perceptions of students at innovative and traditional medical schools

BACKGROUND AND OBJECTIVES: The training of caring physicians represents an important goal of medical education. Little is known however, on whether medical faculty constitute good role models for teaching humanistic skills to medical students. In this study, we examined to what extent medical students at innovative and traditional schools perceived their teachers as humanistic physicians and teachers. We also explored whether pre-clinical and clinical students shared the same perceptions. METHODS: A mail survey was conducted in Canada of all second-year students and senior clerks at one innovative medical school (problem-based learning (PBL), patient-centred, community-oriented) and three traditional medical schools. Students were asked to what extent they agreed or disagreed that the majority of their teachers behaved as humanistic physicians and teachers; 10 statements were used. Overall, 65% of the 1039 students returned the questionnaire. RESULTS: Over 25% of second-year students and 40% of senior clerks did not agree that their teachers behaved as humanistic caregivers with patients or were good role models in teaching the doctor-patient relationship. More than half of second-year students and senior clerks did not agree that their teachers valued human contact with them or were supportive of students who had difficulties. There were few differences in the way medical students at innovative and traditional schools perceived their teachers' humanistic qualities. At the pre-clinical level however, there were more students from the innovative school than from the traditional schools (around 60% vs. 40%, P < 0.005) who agreed that their teachers valued human contact with them and were supportive of students. CONCLUSION: Our results indicate that the PBL curriculum fosters better teacher-student relationships during the pre-clinical years. They also suggest that an unacceptably large number of medical students are taught by physicians who seem to lack compassion and caring in their interactions with patients. This study questions the adequacy of medical faculty as role models for the acquisition of caring competence by medical students.     

The legacy of altruism in health care: the promotion of empathy, prosociality and humanism

Medical Education 2012: 46 : 317–325 Objectives This study aimed to examine concepts of altruism and empathy among medical students and professionals in conjunction with health care initiatives designed to support the maintenance of these qualities. Methods We searched for the terms ‘altruism’, ‘altruistic’, ‘helping’, ‘prosocial behaviour’ and ‘empathy’ in the English‐language literature published from 1980 to the present within the Ovid MEDLINE, PsycInfo and PubMed databases. We used conceptual analysis to examine the relationships among altruism, empathy and related prosocial concepts in health care in order to understand how such factors may relate to emotional and career burnout, cynicism, decreased helping and decreased patient‐centredness in care. Results Altruistic ideals and qualities of empathy appear to decrease among some medical students as they progress through their education. During this process, students face increasingly heavy workloads, deal with strenuous demands and become more acquainted with non‐humanistic informal practices inherent in the culture of medicine. In combination, these factors increase the likelihood that emotional suppression, detachment from patients, burnout and other negative consequences may result, perhaps as a means of self‐preservation. Alternatively, by making a mindful and intentional choice to endeavour for self‐care and a healthy work–life balance, medical students can uphold humanistic and prosocial attitudes and behaviours. Conclusions Promoting altruism in the context of a compensated health care career is contradictory and misguided. Instead, an approach to clinical care that is prosocial and empathic is recommended. Training in mindfulness, self‐reflection and emotion skills may help medical students and professionals to recognise, regulate and behaviourally demonstrate empathy within clinical and professional encounters. However, health care initiatives to increase empathy and other humanistic qualities will be limited unless more practical and feasible emotion skills training is offered to and accepted by medical students. Success will be further moderated by the culture of medicine’s full acceptance of empathy and humanism into its customs, beliefs, values, interactions and daily practices.     

《护理礼仪与人际沟通》应用型课程体系构建与实施

《护理礼仪与人际沟通》是针对护生开设的一门讲究知行合一的专业实践课程。实践证明，该课程走创新的应用型建设之路不仅切实可行，行之有效，而且可以让护生和在职护理人员的职业素质得到较大完善和提高。     

白求恩精神融入医学生人文素养培养模式探究

医学生人文素养培养是培养优秀医学人才的必修课,是医学教育中不容忽视的内容。阐释了新时代白求恩精神的铸魂育人价值,以吉林大学医学生人文素养培养为例,从优化医学人文课程设置、营造医学人文氛围、强化实践育人功能和发挥医院文化的引领作用方面探讨了医学生人文素养培养的实践模式,分析白求恩精神在医学生人文素养培养中的影响和重要作用,探究符合社会发展需求的医学生人文素养培养模式。     

加强医学生人文精神培养的必要性和实施策略

探讨医学生的人文精神教育问题.医学的研究对象和服务对象是人,人文精神是医学生必备的素质.本文对重视医学生人文精神的培养的必要性进行了分析,并提出了加强医学生人文精神培养的实施策略.     

医学研究生人文素质现况调查

为了解医学研究生人文素质现状,随机抽取200名上海交通大学医学院仁济医院在读研究生,进行自设问卷调查。结果显示,医学人文素质认知情况较好;而实践情况趋向功利化;研究生需要以第二课堂形式为主,内容丰富的医学人文素质教育;高年级研究生较低年级生人文素质更趋功利化;而硕士研究生的培养需求更迫切。因此,研究生教育应转变理念,兼顾自身和社会因素,重视人文素质教育,真正实现研究生医学人文素质知、信、行的统一。     

重视医学人文 回归人性化医患关系

医学是一门人学。为适应现代临床医学人文的发展潮流,医院要转变内部管理模式和体制,培养重视和发展医学人文的氛围,使医务人员转变医学模式观念,自觉提高医学人文素养,从根本上回归人性化、和谐的医患关系。     

武汉市医学专业女大学生性病与艾滋病知识调查

[目的]了解医学专业女大学生性病及艾滋病知识的知晓状况。[方法]在武汉地区的高校医学专业大学生,分层整群抽样,对调查对象进行无记名的自填式问卷调查表进行调查。[结果]共调查了985名女大学生,她们对艾滋病、淋病和梅毒的知晓率均在95%以上,对艾滋病3大传播途径的知晓率均在91%以上。除了对同性恋知晓率较低外,医学专业女大学生对艾滋病主要高危行为和高危人群的知晓率均在85%以上。但有6.90%的学生错误地把蚊子叮咬等当作艾滋病的传播途径,知道＂100%安全套行动＂的人仅有1.50%,知道＂性行为中女性比男性更容易感染艾滋病＂的也仅有27.00%。[结论]医学专业女大学生生具有一定的性病艾滋病知识,但仍需进一步提高。