医学生情商培养与教育初探

科学技术飞速发展的社会充满了机遇与挑战,也对人才提出了更高的要求。当代医学生不仅要具有专业理论知识和专业技能,还必须具备较高的情商水平才能适应现代医学发展的需要。这就要求医学院校重视和加强医学生的情商教育,只有这样才能培养出真正的合格人才。     

医学生情商培养与教育初探

科学技术飞速发展的社会充满了机遇与挑战,也对人才提出了更高的要求.当代医学生不仅要具有专业理论知识和专业技能,还必须具备较高的情商水平才能适应现代医学发展的需要.这就要求医学院校重视和加强医学生的情商教育,只有这样才能培养出真正的合格人才.     

中职护生气质类型与情绪智力的关系探讨

目的探究中职护生的气质类型和情绪智力的关系。方法采用气质量表和情绪智力量表对397名中职护生进行调查。结果不同气质类型的情绪智力有显著差异（F=3.27,P〈0.001）。其中多血质的情绪智力得分最高,黏液质次之,而胆-抑气质的情绪智力得分最低;胆汁质与情绪智力呈显著正相关（r=0.109,P〈0.05）,多血质和黏液质与情绪智力呈显著正相关（r=0.247,0.162,P〈0.01）;气质类型中多血质和黏液质对情绪智力具有显著的正向预测作用（β=0.233,0.215,P〈0.001）,抑郁质对情绪智力具有显著的负向预测作用（β=-0.117,P〈0.05）。结论气质类型与情绪智力存在一定的相关。     

大学生情绪STROOP效应实验研究

目的：探讨大学生情绪STROOP效应发展的特点。方法：以54名大学生为被试,采用经典STROOP范式和情绪启动范式分析比较被试在3种不同情绪词汇（积极、中性、消极）和情绪图片（积极、中性、消极）刺激条件下,完成颜色命名和词汇阅读两种任务中的反应时和错误率。结果：（1）在两种研究范式中,被试存在明显的情绪干扰现象,表现为情绪词汇和图片（积极、消极）较中性词汇和图片在任务完成过程中存在明显的反应时延迟。（2）方差分析表明,在情绪启动范式中,性别类型和图片性质之间交互作用显著,F（2,56）=28．09,P〈0．01。（3）在两种研究范式中,被试错误率均小于O．05。结论：（1）大学生团体中存在明显的情绪STROOP效应。（2）大学生具有一定的抗情绪干扰能力。     

混合式教学中师生情感交流的探讨

良好的师生情感交流不仅是教育至关重要的催化剂,更是影响教学效果的重要因素之一。混合式教学将线上网络学习和线下课堂学习相结合,减少了师生直接沟通和交流的机会,对和谐的师生情感交流提出了更高要求。目前,混合式教学中师生情感构建和交流的研究很少。文章将结合混合式教学的特点,剖析高校师生情感交流的问题,提出改善建议,力求完善高校混合式教学的发展。     

医学生社交焦虑与情绪智力的关系研究

目的:通过调查探讨医学生社交焦虑与情绪智力的关系为医学生社交焦虑的干预探讨情绪智力角度的理论依据.方法:采用社交苦恼与回避量表和情绪智力量表,以安徽省某市医学院校临床医学、护理学专业本科生为对象,采用随机原则,抽样发放问卷1 040份,回收有效问卷948份.结果:情绪智力对社交焦虑有着显著预测作用(P<0.01),其中情绪感知和他人情绪管理两个维度对社交焦虑有着显著地负向预测作用(P<0.01),情绪利用对社交焦虑有着显著正向预测作用(P<0.01).结论:情绪智力水平较高的医学生社交焦虑水平较低,情绪智力与医学生社交焦虑密切相关,改善情绪智力可能是减少社交焦虑的途径之一.     

情商与医学生的素质教育

通过情商的含义及与医学生素质教育的关系的论述,结合临床教学工作实践,指出培养医学生高情商的重要性,探讨培养高情商的方法和途径.     

工读男生攻击性与情绪面孔识别的关系研究

目的分析工读男生的情绪面孔识别特点,探索攻击性与情绪面孔识别之间的关系。方法整群选取工读男生和普通中学男生各90名,2组各筛选出高攻击者和低攻击者24名。采用图片感知范式呈现情绪面孔图片,分别对不同攻击水平的普通中学男生和工读学校男生进行测试。结果工读男生在躯体攻击因子及攻击性因子总分方面均明显高于普通中学男生(t=3.00,P=0.00;t=2.48,P=0.01);工读男生对中性情绪面孔识别的正确率低于普通中学男生(t=-2.70,P=0.01),对负性情绪面孔识别的反应时长于普通中学男生(t=2.07,P=0.04);高、低攻击水平的工读男生对3种情绪面孔识别的正确率和反应时均未表现出显著差异(P>0.05)。结论工读男生和普通中学男生的情绪面孔识别特点不同,工读男生对中性情绪面孔识别的正确率低,对负性情绪面孔识别的反应时长。     

高中生情绪表达性的个体差异研究

目的:探讨高中生情绪表达性的现状及其与人格特质(内-外倾、神经质)、自尊的关系.方法:采用伯克利情绪表达性问卷、艾森克人格测验、Rosenberg自尊量表以及拒绝敏感性量表对356名高中生进行问卷调查.结果:高中生积极情绪表达倾向显著高于消极情绪表达(t=17.56,P<0.001);内-外倾、自尊与积极情绪表达倾向显著正相关(r1 =0.48,P<0.01;r2 =0.16,P<0.05),与消极情绪表达倾向相关不显著.结论:高中生存在抑制消极情绪表达的倾向,外倾的、高自尊水平的个体会更多的表达积极情绪.     

A controlled experiment in teaching students to respond to patients' emotional concerns

Medical education faces increasing criticism because of the perception that it is difficult to produce physicians who are both technically competent and compassionate. One approach to addressing this problem is to train physicians to address the emotional concerns that patients experience as a result of their medical problems. Results of the authors' randomized, controlled experiment in training medical students to respond to patients' emotional concerns provide evidence of the efficacy and feasibility of such training. Only students who received small-group instruction in addition to large-group lectures exhibited statistically significant (p less than .001) improvement in their ability to respond to the emotional concerns of patients in hypothetical cases. The students who received only the lectures exhibited significant improvement (p less than .001) in their preference for responses that addressed patients' emotional concerns but not in their responses to written, hypothetical patient cases. Even though these students' preferences for responses to emotional concerns on the average did increase significantly, the preferences were significantly (p less than .001) less favorable than the preferences of the students who received small-group instruction. The small group instruction consisted of both interviews with elderly nursing home residents, who served as simulated patients, and structured practice and review sessions.     

The first pelvic examination: helping students cope with their emotional reactions.

The author has conducted seminars with small groups of medical students beginning their training on an obstetrics and gynecology service. Six characteristic responses of students to performing their first pelvic examination are described. Within the framework of the seminar discussion, an attempt is made to help the students cope with those reactions that could impair their ability to perform competent gynecological examinations.     

以学生作为标准化病人,培养医疗专业学生临床能力

培养学生作为标准化病人，对医疗专业学生进行问诊及体检技能的训练、指导。结果显示实验班学生的问诊及体检考核成绩优于对照班。说明以学生作为标准化病人，能充分发挥其指导者作用，提高医学生的临床能力，有效地解决目前医学教育中存在的临床能力训练不足的弊端。     

Clinical empathy as emotional labor in the patient-physician relationship

Empathy should characterize all health care professions. Despite advancement in medical technology, the healing relationship between physicians and patients remains essential to quality care. We propose that physicians consider empathy as emotional labor (ie, management of experienced and displayed emotions to present a certain image). Since the publication of Hochschild’s The Managed Heart in 1983, researchers in management and organization behavior have been studying emotional labor by service workers, such as flight attendants and bill collectors. In this article, we focus on physicians as professionals who are expected to be empathic caregivers. They engage in such emotional labor through deep acting (ie, generating empathy-consistent emotional and cognitive reactions before and during empathic interactions with the patient, similar to the method-acting tradition used by some stage and screen actors), surface acting (ie, forging empathic behaviors toward the patient, absent of consistent emotional and cognitive reactions), or both. Although deep acting is preferred, physicians may rely on surface acting when immediate emotional and cognitive understanding of patients is impossible. Overall, we contend that physicians are more effective healers—and enjoy more professional satisfaction—when they engage in the process of empathy. We urge physicians first to recognize that their work has an element of emotional labor and, second, to consciously practice deep and surface acting to empathize with their patients. Medical students and residents can benefit from long-term regular training that includes conscious efforts to develop their empathic abilities. This will be valuable for both physicians and patients facing the increasingly fragmented and technological world of modern medicine.      

医学生就业压力、应付方式与情绪状态的关系研究

目的：探讨医学毕业生就业压力、应付方式和情绪状态的关系。方法：采用问卷调查法。结果：就业压力与情绪状态（焦虑）呈正相关,与积极应付方式呈负相关,与消极应付方式呈正相关;积极应付方式与情绪状态呈负相关,消极应付方式与情绪状态呈正相关。结论：医学生就业压力及其应付方式对情绪状态有良好的预测作用;应付方式作为就业压力与情绪状态的中介变量发挥着良好的调节作用。