CAJ | 학술논문

目的对临床研究生人文教育认识及人文课程情况开展调查,为学校人文课程建设提出参考建议.方法采用匿名问卷方式对北京大学医学部2014届临床研究生人文教育认识及课程进行问卷调查,共发放问卷514份. 调查数据采用Epidata3.1进行双录入,应用SPSS19.0统计软件进行描述性分析、卡方检验. 结果 69.3%(167/241)的学生认为通过课程学习提升了"医生职业精神与素质",52.7%(127/241)的学生认为提升了"医患沟通能力";36.4%(174/478)的学生认为人文知识主要来源于导师的言传身教;31.1%(149/479)的学生认为人文教育最好方式是社会实践.59.7%(286/479)的学生认为人文课程教学最好方式是"课堂讲授与讨论相结合".针对目前人文课程教育教学存在的主要问题,46.9%(113/241)的学生认为"课程种类少"、23.2%(56/241)学生认为"授课内容缺少实用价值"、23.7%(57/241)的学生认为"授课方法单一". 结论重视人文教育是提高临床研究生培养质量的重要途径,同时隐性课程也有助于临床研究生人文精神的塑造. 开展人文课程教学的最好方式是课堂讲授与讨论相结合. 人文师资队伍建设、人文课程研究、借鉴外部经验是加强人文课程建设的着力点.
목적 대림상연구생인문교육인식급인문과정정황개전조사,위학교인문과정건설제출삼고건의.방법 채용닉명문권방식대북경대학의학부2014계림상연구생인문교육인식급과정진행문권조사,공발방문권514빈. 조사수거채용Epidata3.1진행쌍록입,응용SPSS19.0통계연건진행묘술성분석、잡방검험. 결과 69.3%(167/241)적학생인위통과과정학습제승료"의생직업정신여소질",52.7%(127/241)적학생인위제승료"의환구통능력";36.4%(174/478)적학생인위인문지식주요래원우도사적언전신교;31.1%(149/479)적학생인위인문교육최호방식시사회실천.59.7%(286/479)적학생인위인문과정교학최호방식시"과당강수여토론상결합".침대목전인문과정교육교학존재적주요문제,46.9%(113/241)적학생인위"과정충류소"、23.2%(56/241)학생인위"수과내용결소실용개치"、23.7%(57/241)적학생인위"수과방법단일". 결론 중시인문교육시제고림상연구생배양질량적중요도경,동시은성과정야유조우림상연구생인문정신적소조. 개전인문과정교학적최호방식시과당강수여토론상결합. 인문사자대오건설、인문과정연구、차감외부경험시가강인문과정건설적착력점.
Objective To provide a basis for humanity education in the university by a survey of clinical graduates' recognition of humanity education and humanity curriculum. Method An anony-mous questionnaire was adopted and 514 questionnaires were distributed to the 2014 clinical gradu-ates in Peking University Health Science Center about their understanding of humanity education and humanity curriculum. The investigation data was double entried in Epidata 3.1, apply SPSS 19.0 to make the descriptive analysis, chi-square test. Results 69.3% (167/241) students believed humanity education enhanced their professionalism and competency;52.7%(127/241) students believed humanity education enhanced their doctor-patient communication; 36.4% (174/478) students believed their hu-manity knowledge came from their instructors' personal example and teaching;31.1%(149/479) students said the best way of humanity education was through social practice;59.7%(286/479) students consid-ered the combination of classroom lecturing and discussion as the best way to humanity education. As to the major weaknesses in humanities education, 46.9%(113/241) students chose insufficient curriculum, 23.2%(56/241) chose lack of practical value and 23.7%(57/241) chose monotonous teaching methods;Conclusion The best approach to humanities teaching is to combine class lecture with class discus-sion. Besides, hidden curriculum also contributes to humanity education. The enhancement of clinical graduates education relies heavily on humanity education and its emphasis should be laid on the training of humanity teachers, the study of humanity curriculum and learning from other universities.