我国当前医患关系现状探析

  目的  了解当前医患关系大背景下医学生职业认同现状及教育对策的途径。  方法  2017年4月，采用分层随机抽样的方法在黑龙江省某医学院校抽取232名临床医学专业医学生作为研究对象，进行职业认同问卷调查。  结果  医学生的职业认同水平总均分为（3.53 ± 0.56）分，职业情感为（3.72 ± 0.77）分，职业行为为（3.57 ± 0.76）分，职业承诺为（3.48 ± 0.81）分，职业期望为（3.62 ± 0.79）分，职业价值观为（3.84 ± 0.50）分，均高于中间值，差异均有统计学意义（P < 0.05）；不同年级医学生职业认同总分、职业情感、职业行为、职业承诺、职业期望和职业价值观得分差异均有统计学意义（P < 0.05）；独生子女医学生的职业认同总分、职业认知、职业情感、职业行为、职业承诺得分均高于非独生子女医学生，差异均有统计学意义（P < 0.05）。  结论  医学生职业认同高于一般认同水平，高校应采取相应措施加强医学生的职业认同教育。

The evolution of the doctor-patient relationship

  Objective  To explore the status of professional identity in medical students under current background of doctor-patient relationship for relevant education strategy-making.  Methods  We conducted a questionnaire survey on the status and impacts of professional identity among 232 clinic medicine students recruited with stratified random sampling in a medical university in Heilongjiang province during April 2017.  Results  For all the students, the average overall score of professional identity was 3.53 ± 0.56 and the average domain scores of professional identity were 3.72 ± 0.77 for emotion, 3.57 ± 0.76 for behavior, 3.48 ± 0.81 for commitment, 3.62 ± 0.79 for expectation, and 3.84 ± 0.50 for value, respectively; all the average scores were significantly higher than the medians (all P < 0.05). There were significant difference in the overall and all domain scores of professional identity among the students with different years of study (P < 0.05); the overall and all domain scores of professional identity were significantly higher among the only-child students than among the non-only-child students (P < 0.05 for all).  Conclusion  The professional identity of meidcal students is at a relatively high level, but education programs for the promotion of professional identity still need to be implemented among the students.