从师生认知比较的视角看医学人文教学

Medical humanistic education from the view of recognition between teachers and students

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SPSS18．0进行数据统计，进行了检验，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。

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.