摘要
医学生职业精神的培养途径有学校教育、社会舆论引导和自我教育三种。以综合课程论为原则,从知识、技能、情感三模块进行学校为主的教育和评估,采取学校形成性评估和患者定性评估为主,见习或实习带教教师总结评估为辅的三结合模式,最后进行效能评价,体现研究的实践意义即实践教育学理论,统筹教学资源,优化课程设置;促进医学院校教育与研究工作的落实,充分体现医学教学规律;有助于明晰医学各学科教学目的,完善学科建设;加强医学生对职业内涵的认知,增强受教育主体的职业使命感。
The main means of training student medical professionalism are school education, public media＇s guidance and self - education. In combination with the principle of integrated curriculum theory, the training is dominantly decided by the assessment and education of the three modules in the school, namely： knowledge, skills and emotions. The assessment pattern of medical professionalism mainly relies on the school formative assessment and the cases＂ qualitative assessment of the student, supplemented by the results of teachers conducting the student probation or medical practice. The effectiveness evaluation is thus obtained. This evaluation pattern, reflects research of practical or practice pedagogy theory, as a whole teaching resources, optimizing the course setting; promoting education and research in medical colleges and universities, and fully embodies the medical teaching rules; making medical various disciplines teaching purpose of clear, perfect subject construction; Strengthening medical students＂ cognition in occupations and strengthening the education of the main body of the professional sense of mission.
出处
《中国医学伦理学》
2012年第2期259-261,共3页
Chinese Medical Ethics
基金
湖北省高等学校2011年省级教学研究项目:医学生职业精神的培养与评估模式探索(005)
关键词
医学生
医学职业精神
医学伦理学
综合课程论
医学人文教育
Medical Students
Medical Professionalism
Medical Ethics
Integrated Curriculum Theory
Medical Humanities Education
