CAJ | 학술논문

目的考察师生对人文教学目标、课程设置、方法与效果、改革等问题的认知差异，为教学改革提供参考。方法用自制医学人文教学问卷对医学人文教师与学生进行调查，用SPSS 18.0进行数据统计，进行χ2检验，以P<0.05为差异有统计学意义。结果师生对于医学人文能力、情绪控制能力、课程设置以及教学方法等认知存在显著差异。12.9%的教师认为当前医学人文实践机会较多，55.7%认为“学校不重视”医学人文教学；而学生选择这2项的分别是41.3%与35.3%。结论明确教学目标，注重人文教学的实践性，优化课程设置，深化考核模式改革是医学人文教学改革的重点。
목적고찰사생대인문교학목표、과정설치、방법여효과、개혁등문제적인지차이，위교학개혁제공삼고。방법용자제의학인문교학문권대의학인문교사여학생진행조사，용SPSS 18.0진행수거통계，진행χ2검험，이P<0.05위차이유통계학의의。결과사생대우의학인문능력、정서공제능력、과정설치이급교학방법등인지존재현저차이。12.9%적교사인위당전의학인문실천궤회교다，55.7%인위“학교불중시”의학인문교학；이학생선택저2항적분별시41.3%여35.3%。결론명학교학목표，주중인문교학적실천성，우화과정설치，심화고핵모식개혁시의학인문교학개혁적중점。
Objective To observe the cognitional differences between teachers and students concerning teaching objective,curriculum,teaching methods and effect and teaching reform and to pro-vide references for teaching reform. Methods Medical humanistic questionnaire was designed to survey teachers and students. Data were processed by SPSS 18.0 and were analyzed by Chi-square. P value smaller than 0.05 signifies significant differences. Results There were significant differences in cognition of medical humanistic ability,emotion controlling ability,curriculuma provision and teaching methods between teachers and students.12.9% teachers and 41.3% students considered that the opportunity of medical humanistic practice was plenty while 55.7%teachers and 35.3%students thought that the univer-sity attached little importance to medical humanistic teaching. Conclusions Key points of humanistic reform include making clear the teaching objectives,emphasizing practice of medical humanistic teach-ing,improving curriculum and deepening appraisal reform.