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In view of the problems existing in the educational philosophy of medical colleges in China, such as the separation of humanistic knowledge and medical knowledge, the small amount of humanities courses in curriculum arrangement, and the monotonous and boring teaching method of outdated teaching content, this study attempts to optimize the curriculum and increase the proportion of humanities courses; update teaching methods to allow new technologies and new ideas to activate the classroom; strengthen the application of humanistic knowledge in practice according to the characteristics of surgery teaching, so that students can experience humanistic quality education in a real environment; create a good atmosphere for the cultivation of humanistic quality of surgeons, so that students can always feel the edification of humanistic spirit.
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In order to enable the teachers of professional basic courses to play a role adequately in teaching and educating students, the elements of humanistic quality education are excavated from Histology and Embryology chapters and integrated with professional basic knowledges. The effects of teaching are tested through students' writing experience, teachers' interview and national peer review. The results show that students have received the education of gratitude, dedication and responsibility, meanwhile their enthusiasm for learning has been significantly improved. Teachers believe that teaching and learning has achieved self-education at the same time. The national colleagues agree that it's feasible to integrate humanistic quality education into the teaching process of professional basic courses, and the better teaching effect is also be achieved.
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Objective:To explore the application effect of medical humanity quality education teaching mode integrated with humanistic spirit in clinical teaching of gynecology.Methods:Taking 60 undergraduate interns in gynecology department of Harbin Medical University Cancer Hospital as the experimental research objects, they were divided into experimental group and control group, with 30 students in each group. In clinical practice teaching, the experimental group adopted a teaching mode of integrating humanistic spirit, and the control group adopted a traditional teaching mode. The assessment results, teaching satisfaction and teaching effects were compared among the two groups of students. SPSS 22.0 was used for statistical analysis.Results:The students in the experimental group had higher scores of gynecological theory examination [(98.90±0.85) points] and the practical examination [(98.80±0.81) points] than the students in the control group had [(93.43±2.22) points and (92.77±2.37) points] ( P < 0.01). The teaching satisfaction of students in the experimental group was 100.00% when they leaving the department, and the satisfaction of teaching in the control group was 83.3%. The satisfaction of teaching in the experimental group was higher than that of the control group. After the internship, the experimental group was significantly superior than the control group in learning interest, problem-solving ability, self-learning ability, doctor-patient communication ability, and knowledge expansion ability ( P < 0.05). Conclusion:In the clinical teaching of gynecology, the implementation of personalized teaching and humanistic quality education mode has significantly improved the students' theoretical performance, practical performance and teaching satisfaction. The medical humanistic quality education model integrated with humanistic spirit plays an important role in clinical practice teaching.
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To explore the medical students' humanities quality education practice,taking the teaching practice of reading and thinking as an example from the perspective of nationwide reading.The curriculum plan is set up through teaching objectives,teaching content,teaching methods and evaluation of teaching effect.As a general knowledge course for medical students' humanistic education,the reading and thinking could cultivate the concept that "learning to learn" is more important than "learning knowledge" among medical students,so that to enhance the medical students' humanities quality comprehensive level.Medical students' humanistic quality education is of great practical significance,in which the rich teaching contents and diverse teaching methods could stimulate medical students' interest in reading and improve their thinking ability.What's more,the flexible forms of examination is helpful to realize the curriculumgoal.
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At present,there exist some shortcomings in humanistic quality education in Chinese medical colleges and universities such as insufficient attention and being marginalized,the unreasonable curriculum provision,the theoretical but impractical content,the single teaching approach,the knowledge-based evaluation,the partially formalized second classroom,the insufficient integration of medical education and humanistic education,and so on.It should strengthen and promote humanistic quality education,update the idea of higher medical education and intensify the concept of humanistic quality educationin higher medical colleges and universities.It should reform the curriculum contents and construct reasonable curriculum system of humanistic quality education.It should improve the teaching approach and establish effective evaluation method for humanistic quality education.It should reinforce the construction of campus culture,pay attention the second classroom,and construct the humanistic quality education atmosphere for the integration of medical education and humanistic education.
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Scientific aesthetic is an important part of humanistic quality education. The penetration of scientific aesthetic education in medical biochemistry teaching can enable students to understand the medical knowledge from the aesthetic perspective, which not only can improve the humanistic quality stu-dents, but also can arouse the interest of students in learning and enhance the teaching effect. Aesthetics of science in biochemistry mainly includes the beauty of molecular structure, the beauty of balance, the beauty of coordination and the beauty of simplicity. When we penetrate the scientific aesthetic education in bio-chemistry teaching, we need to think about characteristics of biochemistry and follow the principle of mod-eration, and we need appropriate forms and comply with students' emotional experience.
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In recent years,the humanistic quality education in vast number of medical colleges and universities shows a low level of wandering state.This in not only related with the poor condition of current humanistic quality course,but also related with the diametrically opposed humanistic quality education and medical professional education and lack of organic integration.To improve the medical colleges' educational level is urgent to establish the concept of holographic education of great medicine,great education and great culture,improve the teaching quality of current humanistic quality education,actively explore the deep integration of humanistic quality education and medical professional education,improve the humanistic quality and nurturing ability of teachers staff in medical universities and colleges,and so on.
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Compareing domestic and foreign medical humanistic quality education,this paper analyzed the reason for the lack of medical humanistic quality and put forward countermeasures aiming at the reform of medical humanistic quality education in medical colleges and universities through learning from the practice and experience of foreign medical humanistic quality education.There countermeasure include:reforming the concept of medical humanistic Character education,innovateing the model of medical humanistic quality education,increaseing the construction of humanities quality curriculum system,training the professional skill of medical humanistic quality,establishing the evaluation-oriented effect system,exploreing the new model of modern medical professional education and medical humanistic quality education actively,and reconstructing the systematic system of medical humanisticing quality education.
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Objective To evaluate medical students′ achievements of studying through the practical base website for humanistic quality education. Methods Totally 61 students from school of nursing and 135 students from the first clinical medical college of Southern Medical University in Guangzhou were organized as volunteers. They were divided into the intervention group and the control group (98 people per group) in completely random method by the Random Number Generators of SPSS 20.0. With a two-month experiment, the humanistic knowledge scores and humanistic caring ability scores of these two groups were investigated by the Humanistic Knowledge Test Paper and the Caring Ability Inventory. And the learning effects of the website by the intervention group was evaluated with the self-designed questionnaire. Results There was no significant difference (P>0.05) between students in the intervention group and the control group when it came to general information. Before the experiment, the score of humanistic knowledge test paper, the total score of caring ability inventory, the score in the dimension of cognition, patience, and courage of the intervention group were 6.29 ± 0.58, 172.40 ± 10.00, 58.98 ± 4.22, 51.56 ± 5.22, 61.86 ± 6.40, the scores of the control group were 6.36 ± 0.63, 172.65 ± 13.49, 59.31 ± 4.05, 50.83 ± 6.56, 62.52 ± 7.28, there were no significant differences between the two groups (all P>0.05). After the experiment, the score of humanistic knowledge test paper, the total score of caring ability inventory, the score in the dimension of cognition and courage of the intervention group were 7.82± 0.62, 182.34 ± 12.78, 65.04 ± 9.12, 65.17 ± 6.58, the scores of the control group were 6.37 ± 0.60, 170.73 ± 8.92, 58.29±5.61, 62.36±6.90, there were significant differences between the two groups (t=2.92-16.67, all P0.05). As shown by the evaluation made by students in the intervention group about the learning effect of the website, the average score was the highest in the field of skills (3.95 ± 0.58), followed by the cognitive field (3.92 ± 0.46) and emotional field (3.75 ± 0.66). Most of the respondents believed that web-based learning could deepen students′ understanding of humanistic quality education (4.13 ± 0.57), independent web-based learning could strengthen the application of online resources (4.06±0.59) and students could master communicative skills required in different situations through web-based learning (4.05 ± 0.58). Conclusions Students are satisfied with the practical base website for humanistic quality education, the website has rich learning contents and can improve students′ interests and motivation. Through web-based learning, humanistic knowledge and humanistic caring ability of students can be improved to some extent. But the website is still in development, it needs an evaluation indicators system in order to do further research for all application effects of the website.
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The humanistic quality education of undergraduate clinical medical students is a system of education throughout the whole process of medical education.Some aspects include new career planning education,medical humanities quality courses,social practice,professional courses,clinical practice and evaluation of humanistic quality education need to design and control,which are necessary to achieve a good education results.
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This article discussed the importance and current dilemmas of the cultivation of medical students′consciousness of responsibility based on the special relationship between professionality and responsibility. The di-lemmas mainly included the followings:the motivation to select the Medicine specialty was impure, the humanistic quality was lacking, and the workplace showed reverse guidance. In addition, it expounded the methods to strengthen the cultivation of medical students′ responsibility consciousness from three aspects, which included the cultivation of social responsibility, the practical training teaching of humanities quality and the clinical teaching practice.
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The author analyzed the necessity and urgency of medical humanities quality education practice teaching, defined the connotation and denotation of practice teaching, put forward the principles for medical hu-manities quality education practice teaching, including: scientific theoretical guidance, closely with practice,real and touching, taking into the teaching of education system, and made a summary for training room construction, management of practice teaching, practice teaching report writing, practical carrier construction.
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There are still large defects in the humanistic quality education of China’s Medi-cal Colleges.This paper discusses about the setting of humanistic quality course,appropriate edu-cational methods,construction of campus culture,supervision and management to raise the level of humanistic quality education in Medical Colleges,to cultivate the medical students adapting to the development of contemporary medicine.
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To enhance the quality education of nursing students and cultivate high quality nursing staff,who can meet the social requirements,a new mode of integrating humanistic quality education into clinical nursing education is proposed.Approaches to improve humanistic quality of nursing students are initiated from four aspects: determination of teaching goals,establishment of teaching tenet "human as basis",optimization of learning environment and vividness of teaching methods.The main purpose of this paper is to promote research and practice for further innovation in Chinese nursing clinical teaching.
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Many problems and challenges,which are closely related to the background of multiculture,exist in the current education of humanistic quality for medical students in China.Therefore,it is important to enhance the humanistic quality of medical students under the multi-cultural background.Following countermeasures can be taken to strengthen the humanistic quality of medical students,including establishing the curriculum for humanistic education,enriching humanistic knowledge of medical students,building dense on-campus cultural environment,transforming students′ recognition of humanistic education,and developing various social practices of humanistic quality.