物理学及医学人文教育在《生理学》教学中的现状分析与思考

目的 基于物理学在《生理学》课程内容中的涉及比例及医学人文教育在医学教育中的重要地位,探讨物理学和医学人文教育在《生理学》教学中的现状及应对策略。方法 对湖北医药学院2018 级全科医学班（74 人）、临床本科班（94 人）、口腔医学班（108 人）及影像本科班（62 人）共338 名学生通过“微助教”平台进行问卷调查,调查结果用百分比显示。结果 85.25%的学生认为《生理学》比较难;33.92%学生认为物理学知识对学习《生理学》帮助不明显;45.42%的学生认为《生理学》课程中涉及的物理学知识难掌握;20.94%的学生之前对医学人文教育比较陌生或无感触;29.79%学生认为医学专业知识技能比医学人文教育更重要。结论 物理学在《生理学》教学中的辅助作用没有充分展现,医学人文教育在《生理学》教学中还没有全面深入融合。《生理学》教学需要从教学理念、教学实践反馈、教学研究再实践等过程,以及从上到下的教学主体各层面采取多种有效措施去优化改良。

Analysis and reflection on the present situation of physics and medical humanities education in Physiology teaching

Objective To investigate the present situation of physics and medical humanities education in Physiology teaching and the countermeasures,on the basis of the proportion of physics in Physiology curriculum and the important position of medical humanities education in medical education.Methods A questionnaire survey was conducted on 338 students from grade 2018 of the general medicine class(n=74),the clinical undergraduate class(n=94),the stomatology class(n=108) and the anesthesia undergraduate class(n=62) in Hubei University of Medicine through the micro-teaching assistant platform,and the survey results were shown by percentage.Results It was thought difficult in Physiology by 85.25% of the students.It was thought that physics knowledge was not obvious to learn Physiology well by 33.92%of the students.It was thought that physics knowledge involved in Physiology was difficult to master by 45.42% of the students.It was thought that 20.94% of the students were unfamiliar or had no feelings about medical humanities education before.And it was thought that 29.79% of the students considered that medical specialty knowledge and skills were more important than medical humanities education.Conclusion The auxiliary role of physics in Physiology teaching has not been fully demonstrated,and medical humanities education has not been fully integrated in Physiology teaching.The teaching of Physiology needs to take various effective measures to optimize and improve from the processes of teaching philosophy,feedback on teaching practice,verification of teaching research,and the main body of teaching at all levels from top to bottom.