Investigation and analysis of the factors affecting humanistic education of master degree grad-uates of clinical medicine

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Investigation and analysis of the factors affecting humanistic education of master degree grad-uates of clinical medicine

更新时间：2024-09-19

- Investigation and analysis of the factors affecting humanistic education of master degree grad-uates of clinical medicine
- Vol. 14, Issue 2, Pages: 134-137(2015)
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Investigation and analysis of the factors affecting humanistic education of master degree grad-uates of clinical medicine. [J]. 14(2):134-137(2015)
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Investigation and analysis of the factors affecting humanistic education of master degree grad-uates of clinical medicine. [J]. 14(2):134-137(2015) DOI：

摘要

目的　对可能影响临床医学专业学位硕士研究生人文教育效果的因素进行调查，为医学人文教育改革提供参考。方法　用自制问卷对某校在学的100名临床医学专业学位硕士研究生进行调查。问卷项目包括对象基本情况、其课外人文相关经历、其是否亲身参与一些人文关怀活动、这些经历是否影响其对人文教育的态度。使用SPSS 19.0对调查数据进行分析，通过?字2检验或Fisher 确切概率法分析不同性别、婚姻状况及专业的硕士研究生的态度差异。结果　被调查者认为，对人文教育有促进作用的相关经历类型前四位分别为义诊义工活动、人际关系融洽、抢救患者经历和患病经历，选择人数分别占95.8%（91/95）、92.6%（88/95）、89.5%（85/95）和88.4%（84/95）。而对人文教育有阻碍作用的相关经历类型前四位分别为学业压力、工作负荷、有限沟通和人文关怀欠缺，选择人数分别占100.0%（95/95）、95.8%（91/95）、91.6%（87/95）和84.2%（80/95）。此外，不同类别硕士研究生在相关经历可能对人文教育造成影响的认识上差异无统计学意义（P >0.05）。结论　医学院校人文教育不应局限于课堂授课形式，应拓宽人文教育途径，采用灵活的人文考核方式，全面提升人文教育效果

Abstract

Objective　To survey and analyze the factors that may affect the results of human-ities education about master degree postgraduates

and provide the basis and reference for traditional medical humanities education reform. Methods　By using the self-made questionnaire

a survey was conducted among 100 medical postgraduates of a university. Questionnaire items included basic infor-mation of the postgraduates

humanities-related extracurricular experiences

whether there had been personal experiences corresponding to these options or these experiences affected the attitude of hu-manistic education options. The survey data were analyzed using SPSS 19.0 software and the results were expressed by the relative number. The differences between different gender

marriage and differ-ent specialty student satisfaction were analyzed by using chi-square test or Fisher's exact test

showing no statistical significance (P >0.05). Results　Respondents believed that the highest rate of the top four which supported the experiences that promoted humanistic education were clinic volunteer activi-ties

interpersonal harmony

rescuing the patient experiences and illness experiences

accounting for 95.8% (91/95)

92.6% (88/95)

89.5% (85/95) and 88.4% (84/95)

respectively. On the other hand， the highest rate of the top four that impeded humanities education-related experiences were academic stress

workload

limited communication and lack of humane care

accounting for 100.0% (95/95)

95.8% (91/95)

91.6% (87/95) and 84.2% (80/95) respectively. In addition

different types of students' attitude towards experiences that may have impact on the humanistic education were not statistically significant (P >0.05). Conclusion　Humanities education in medical colleges should not be limited to classroom instruction form. We should broaden humanistic education approach

flexible assessment methods of humanities

to enhance the effect of humanities education.

关键词

专业学位　硕士研究生　临床医学　医学人文教育　问卷调查

Keywords

Professional degree　Master graduate students　Clinical medicine　Medical humanistic education　Questionnaire

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