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Objective:To analyze the hot topics and trends in the field of humanistic education in pediatrics in China, and to provide a reference for the development and research of pediatric humanistic education.Methods:Relevant literature was retrieved throughout the China National Knowledge Infrastructure between database establishment and September 20, 2023, using fuzzy matching and key information. CiteSpace 6.1.6 software was used to perform a visual analysis of the year of publication, core authors, issuing institutions, and research themes.Results:A total of 284 pieces of literature were included. Research in the field of pediatric humanistic education is at the second stage of scientific literature growth. There are 8 high-frequency authors (2.14%), contributing a total of 25 articles (8.80%). The majority of articles were issued by hospitals. Humanistic care in pediatric nursing practice is one of the earliest and ongoing major research topics. Themes such as "doctor-patient communication", "humanistic literacy", and "humanistic nursing" are attracting growing attention.Conclusions:In the field of pediatric humanistic education, core groups of authors and institutions have not yet formed, and collaboration between authors and institutions is insufficient. Research hotspots in pediatric humanistic education are changing over time. Strengthening interdisciplinary and interinstitutional collaborations can help build core research teams, produce more research output, and thereby promote the development of pediatric humanistic education in China.
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ObjectiveBy analyzing the research related to medical humanistic care， the aim is to understand its research status and development trends， and provide theoretical and data support for research in this field. MethodsThe relevant literature in the China National Knowledge Infrastructure （CNKI） database were systematically searched. Excel 2019 was used to analyze the situation of annual publication volume， journal distribution， and other content of the literature. CiteSpace software was used to visually analyze the knowledge graph related to authors and keywords. ResultsA total of 825 articles were included in the study and the overall number of articles showed an upward trend since 2000. The research hotspots included humanistic care， medical humanities， nursing education， etc. It was found by analyzing that there were three problems in the research of humanistic care in medicine：the research focus is mainly on the need for medical staff to provide patients with more humanistic care， and there is relatively little research on the humanistic care of medical staff themselves；The types of journals are scattered， and the funding support is insufficient；No medical education collaborative research model has been formed. ConclusionMedical humanistic care is the essence of the professional spirit of physicians and an important indicator in testing the effectiveness of medical humanistic education. In the future， the research on medical humanistic care should strengthen multi-dimensional humanistic care to effectively protect the rights and interests of medical staff， pay more attention to the combination of theoretical research and clinical practice， exploit the instrumental value of narrative medicine， increase support efforts from fund， and improve top-level design.
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The cultivation of medical humanistic quality is indispensable in the standardized training of pediatric residents, and it is urgent to explore new educational methods to improve their medical humanistic quality level. In this study, 60 standardized pediatricians participated in the standardized training, 36 in the experimental group received innovative interactive medical humanities education, while 24 in the control group were set up to receive traditional medical humanities education. Short-term and long-term test scores were conducted by questionnaire at the beginning of the standardized training and 2 years later. The results showed that there was no significant difference between the experimental group and the control group in the self-scores of professional quality, moral cultivation, communication skills, legal knowledge and innovative spirit (P>0.05) , but the scores of teaching teachers were improved except innovative spirit (P<0.05) . In addition, compared with the control group, the number of pediatricians with professional honor increased, the doctor-patient communication ability improved, the medical disputes reduced, and the family satisfaction improved in experimental group were increased (P<0.05) . These results indicated that innovative interactive medical humanistic education is an effective method to improve the medical humanistic quality of pediatric residents in standardized training.
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Objective:To investigate the effect of narrative medicine teaching on the academic performance and empathy ability of clinical interns in department of thoracic surgery.Methods:A total of 74 interns in the department of thoracic surgery, with the "5+3" integration major of clinical medicine in Chongqing Medical University, were divided into observation group and control group, with 37 interns in each group. The interns in the control group received traditional teaching, and those in the observation group received narrative medicine teaching in addition to traditional teaching. The two groups were compared in terms of department examination score, level of humanistic concern, empathy level, ability to handle doctor-patient relationship, degree of satisfaction with teaching, discipline interest, and job intention after graduation. SPSS 21.0 was used to perform the t-test and chi-square test. Results:Compared with the control group, the observation group had significantly better theoretical score [(85.16±10.04) vs. (79.73±8.27)], operational skill score [(85.32±8.77) vs. (79.70±7.56)], level of humanistic concern [(3.78±0.95) vs. (3.24±1.04)], empathy scale score [(104.89±12.90) vs. (96.57±11.00)], results of the questionnaire on doctor-patient communication skills, confidence in professional practice, and doctor-patient orientation [(52.59±10.15) vs. (72.59±5.86)], degree of satisfaction with teaching (89.2% vs. 64.8% in the control group), discipline interest [(3.86±1.08) vs. (3.05±1.12)], and job intention after graduation (29.7% vs. 8.1%).Conclusion:Narrative medicine introduced into clinical practice teaching can improve the effectiveness of teaching, the empathy ability of students, and the degree of satisfaction with teaching.
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The cultivation of medical humanistic quality is indispensable in the standardized training of pediatric residents, and it is urgent to explore new educational methods to improve their medical humanistic quality level. In this study, 60 standardized pediatricians participated in the standardized training, 36 in the experimental group received innovative interactive medical humanities education, while 24 in the control group were set up to receive traditional medical humanities education. Short-term and long-term test scores were conducted by questionnaire at the beginning of the standardized training and 2 years later. The results showed that there was no significant difference between the experimental group and the control group in the self-scores of professional quality, moral cultivation, communication skills, legal knowledge and innovative spirit (P>0.05) , but the scores of teaching teachers were improved except innovative spirit (P<0.05) . In addition, compared with the control group, the number of pediatricians with professional honor increased, the doctor-patient communication ability improved, the medical disputes reduced, and the family satisfaction improved in experimental group were increased (P<0.05) . These results indicated that innovative interactive medical humanistic education is an effective method to improve the medical humanistic quality of pediatric residents in standardized training.
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The quality of curriculum and teaching determines the quality and level of medical students’ medical humanities cultivation. The research investigated the cognition and development suggestions of medical humanities education of 5 senior medical students (n=5 996) majoring in medicine from 67 colleges and universities in China. Some results were found, The opening rate of different medical humanities courses were different. There were different needs of the medical humanities courses that would be added. Curriculum content and learning interest were the key factors for the curriculum; The large class teaching and closed-book examination were still dominant in the current medical humanities classes. The Medical students suggested to increase PBL, O2O mixed teaching and processing assessment etc. It was found that the teacher-centered mode couldn’t meet the learning needs from the medical students. It was recommended that we should actively adopt student-centered curriculum and teaching mode to improve the curriculum goal, curriculum setting, curriculum content design, teaching means, evaluation mode. It was also very important to improve teachers’ professional ability and build an interconnected learning community for improving the quality and level of medical humanistic education.
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Under the biomedical mode, medical humanistic spirit is increasingly weakened. Medical humanis-tic education is the specific practice of humanistic education in the medical field, and based on medical science, a-chieves the humanistic spirit that doctor should possess through knowledge transfer, environmental influence and practice experience and self-cultivation. This paper obtained research data through questionnaire, constructed the cognitive classification index system of medical students' medical humanistic spirit, constructed cognitive classifica-tion model using support vector machine principle and put forward targeted education countermeasures for each kind of medical students.
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Based on MOOC teaching mode and the combination of flipped classroom teaching theory,the role of internship practice is integrated into medical education and the combination of MOOC teaching and traditional teaching mode in medical humanities curriculum is explored in practice applications.This paper analyzed the cur-rent situation of medical humanities curriculum teaching operation under current situation; based on the teaching concept of MOOC,introduced the reform of teaching form and teaching method in blending teaching mode,and ex-plored the practical application and practical thinking of blending teaching mode.This mode not only plays a lead-ing role of teachers teaching,but also fully embodies the subjective status of students'learning,exercises the students'ability of thinking in practice at the same time,and is an effective mode to improve medical humanities curriculum teaching.
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The development of modern medicine calls for the return of medical humanistic spirits,and it is in-evitable to strengthen medical humanistic education.This paper compared the current situation of medical humanis-tic education between Chinese and American medical colleges from the construction of teaching staff,the establish-ment of curriculum system,and teaching method and evaluation.It put forward some suggestions for the dilemma of the development of medical humanistic education according to the actual medical education in our country,and ex-plored the reform paths of medical humanistic education in our country.
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Nowadays, ceremony education, as a specific education method, is becoming increasingly popular in medical humanistic education.It is a truth generally acknowledged that the importance of ceremony education is located at its extensive scope and plasticity.The cultivation of medical students' human-oriented spirit, strengthening their career identity and enhancing their ideological moralitycan be processed by ceremony education, in which much attention is attached to its four features, identity recognition, emotion polymerization, spirit conduction and cultural inheritance.However, there still exist some problems to be solved in the practice of ceremony education such as overformalization, insufficient individuation and systematization.That is what we mean to discuss in this paper.
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Objective To survey and analyze the factors that may affect the results of human-ities education about master degree postgraduates, and provide the basis and reference for traditional medical humanities education reform. Methods By using the self-made questionnalre, a survey was conducted among 100 medical postgraduates of a university. Questionnalre items included basic infor-mation of the postgraduates, humanities-related extracurricular experiences, whether there had been personal experiences corresponding to these options or these experiences affected the attitude of hu-manistic education options. The survey data were analyzed using SPSS 19.0 software and the results were expressed by the relative number. The differences between different gender, marriage and differ-ent specialty student satisfaction were analyzed by using chi-square test or Fisher's exact test, showing no statistical significance (P>0.05). Results Respondents believed that the highest rate of the top four which supported the experiences that promoted humanistic education were clinic volunteer activi-ties, interpersonal harmony, rescuing the patient experiences and illness experiences, accounting for 95.8%(91/95), 92.6%(88/95), 89.5%(85/95) and 88.4%(84/95), respectively. On the other hand, the highest rate of the top four that impeded humanities education-related experiences were academic stress, workload, limited communication and lack of humane care, accounting for 100.0% (95/95), 95.8%(91/95), 91.6% (87/95) and 84.2% (80/95) respectively. In addition, different types of students' attitude towards experiences that may have impact on the humanistic education were not statistically significant (P>0.05). Conclusion Humanities education in medical colleges should not be limited to classroom instruction form. We should broaden humanistic education approach, flexible assessment methods of humanities, to enhance the effect of humanities education.
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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.
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The characteristics both of medical humanistic education and community activities are educating people in the practicality,comprehensiveness and integration etc,and they play a special role in improving the overall quality and capacity of university students.It is an important and effective form to strengthen the medical humanities education by making full use of a platform through medical humanistic education in the activities of university student society,which is a practical way to integrate medical humanistic education and professional skills training and can improve the overall quality and capacity of university students.
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Possessing ideological qualities is a gradual process. We should establish a multiplex, synthetical and entire assessment system for the ideological and political theory course exams in medical colleges. The innovation of exam mode can promote the diversification of teaching style.
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It was introduced in this paper the concrete measures of medical humanistic education which is in harmony with the teaching of human parasitology. The necessity of humanistic education for the medical students in the present age and the feasibility of humanistic education in basic medical education were discussed according to the feedback on the survey of the medical students. This study aimed to explore an ideal teaching model for medical humanistic education and comprehensively improve the humanistic accomplishment in medical students.
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The medical humanistic spirit is very important,but it has been seriously neglected.It is the key to educate medical students with accomplishment of medical humanistic spirit.And it is also necessary to renew the concept of courses,making the relation between the courses of medical humanitic spirit and specialized profession.The Medical College of Shantou University has practised effectively.
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With the developmetn of the medical humanistic education,more and more problems appear.The casualness of the medical humanistic curriculum,the monotony of the method of the evaluation,the insufficiency of the content,the inadequacy of the quality of the teachers,and the poor effect of the education are the factors affecting the development of our medical humanistic education.Through comparison of the humanistic education home and abroad,we find the key to these problems are the innovation of the curriculum and evaluation.
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Nowadays,with the ever-tenser physician-patient relationship,construction of medical professionalism has turned out to be a heated topic.This essay tries to explore the construction of medical professionalism from the perspective of cultivating a humanistic culture among medical students.Based on the comparison of medical humanistic education between China and Britain,this article arrives at the conclusion that defective humanistic education is one of important reasons that cause the inadequacy of medical professionalism among Chinese physicians,and points out some effectual measures to improve the medical professionalism in our country by the inspiration from our British counterparts.