临床研究生人文教育认识及课程的调查分析

Clinical graduates＇ understanding of humanity education and survey and analysis of humanity curriculum

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SPSSl9．0统计软件进行描述性分析、卡方检验。结果6913％（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。

Objective To provide a basis for humanity education in the university by a survey of clinical graduates＇ recognition of humanity education and humanity cmxiculum. 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.