叙事医学融入临床技能实训课程：人文关怀能力培养实证

翁恺臻; 陈群; 占璐; 艾斌; 陈天懿; 王晓典; 蔡晶

doi:10.3760/cma.j.cn116021-20250805-02165

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叙事医学融入临床技能实训课程：人文关怀能力培养实证

临床教学 | 更新时间：2026-02-26

- 叙事医学融入临床技能实训课程：人文关怀能力培养实证
- Integrating narrative medicine into clinical skills training courses: evidence-based cultivation of humanistic care ability
- 中华医学教育探索杂志 2026年25卷第2期页码：212-217
- 作者机构：
  
  福建中医药大学修园临床医学院，福州 350108
- 作者简介：
  
  陈群，Email：fjsykjk@126.com
- 基金信息：
  
  2023年福建省本科高校教育教学研究项目（一般项目）(FBJY20230020);福建中医药大学2023年教育教学改革研究项目（重点项目）(XJJGZ2309)
- DOI：10.3760/cma.j.cn116021-20250805-02165
  中图分类号： R4;G642.0
- 收稿：2025-08-05，
  
  纸质出版：2026-02-20
- 稿件说明：
移动端阅览
翁恺臻, 陈群, 占璐, 等. 叙事医学融入临床技能实训课程：人文关怀能力培养实证[J]. 中华医学教育探索杂志, 2026, 25(2): 212-217.

Weng Kaizhen, Chen Qun, Zhan Lu, et al. Integrating narrative medicine into clinical skills training courses: evidence-based cultivation of humanistic care ability[J]. Chinese Journal of Medical Education Research, 2026, 25(2): 212-217.
翁恺臻, 陈群, 占璐, 等. 叙事医学融入临床技能实训课程：人文关怀能力培养实证[J]. 中华医学教育探索杂志, 2026, 25(2): 212-217. DOI： 10.3760/cma.j.cn116021-20250805-02165.

Weng Kaizhen, Chen Qun, Zhan Lu, et al. Integrating narrative medicine into clinical skills training courses: evidence-based cultivation of humanistic care ability[J]. Chinese Journal of Medical Education Research, 2026, 25(2): 212-217. DOI： 10.3760/cma.j.cn116021-20250805-02165.

摘要

目的

探讨将叙事医学教学法融入《临床技能实训》课程对医学生人文关怀能力的提升效果。

方法

选取2023至2025学年共189名临床实习生作为研究对象，采用准实验设计，按学年自然分组。其中，2023学年86人采用常规教学（对照组），2024学年103人在常规教学基础上融入叙事医学教学（试验组）。使用人文关怀能力（caring ability inventory，CAI）量表评估教学效果，并采用神经网络模型分析各因素的重要性。采用SPSS 26.0软件进行统计分析，计量资料若符合正态分布则采用

检验，不符合则采用非参数检验；计数资料采用卡方检验，等级资料采用非参数秩和检验。

结果

课程结束后，试验组CAI评分均值从180.50提升至204.39，提升显著（

=-34.29，

0.001），且提升幅度高于对照组（

=-12.60，

0.001），表明试验组人文关怀能力更强。课程中融入“讲述中医经典医案、讲述临床真实事件”等8种叙事医学元素，对提高学生人文能力的教学效果具有积极意义（

0.05），神经网络模型显示“讲述中医经典医案”的重要性排名第一。

结论

叙事医学能有效提升医学生的人文关怀能力，其中“讲述中医经典医案”最为重要，为临床技能课程改革提供了实证依据。

Abstract

Objective

To explore the effectiveness of integrating narrative medicine teaching methods into the Clinical Skills Training course on enhancing medical students' humanistic care ability.

Methods

A total of 189 clinical interns trained between 2023 and 2025 academic years were selected as the study subjects. A quasi-experimental design was adopted and the interns were naturally grouped by academic year. The 86 interns enrolled in 2023 received conventional teaching (control group)

while the 103 interns enr

olled in 2024 received conventional teaching supplemented with narrative medicine teaching (experimental group). The Caring Ability Inventory was used to assess teaching effectiveness

and a neural network model was employed to analyze the importance of various factors. Statistical analysis was conducted using SPSS 26.0. For continuous variables following a normal distribution

-tests were used

and non-parametric tests were used otherwise. For categorical variables

chi-square tests were applied and ordinal variables were analyzed using nonparametric rank-sum tests.

Results

The mean Caring Ability Inventory score in the experimental group increased from 180.50 before the course to 204.39 after the course

representing a significant improvement (

=-34.29

0.001). This increase was greater than that observed in the control group (

=-12.60

0.001)

indicating that the experimental group had stronger humanistic care ability. The integration of eight elements of narrative medicine

including "narrating classical Chinese medical case studies" and "narrating real clinical events"

into the course was useful for improving students' humanistic care ability (

0.05). The neural network model showed that "narrating classical Chinese medical case studies" ranked first in importance.

Conclusions

Narrative medicine can effectively enhance medical students' humanistic care ability

with "narrating classical Chinese medical case studies" being the most important. This study provides empirical evidence for the reform of clinical skills courses.

关键词

Keywords

references

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