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Objective:To investigate and analyze the status quo of death cognition and hospice care attitude of clinical medical graduate students, to compare the differences between the two groups, and to explore the correlation between death cognition and hospice care attitude, so as to provide the reference for the reform and construction of death cognition and hospice care education in medical colleges and universities in China.Methods:A survey was carried out on 496 doctoral and postgraduate students majoring in clinical medicine by using the "Questionnaire of General Sociology Survey", the Chinese version of the "Death Attitude Profile Revised Scale", and the Chinese version of the "Frommelt Attitudes Toward Care of the Dying Scale Form B (FATCOD-B)" to investigate the death cognition and hospice care attitude of 496 doctoral and postgraduate students majoring in clinical medicine, and classified and compared the survey results of the two groups. The results of this study were statistically analyzed by t-test, Pearson correlation analysis and other statistical methods. Results:A total of 469 valid questionnaires were recovered after excluding 27 unqualified questionnaires. Statistical analysis showed that the scores of each dimension in the death attitude description scale of doctoral students were ranked as follows: approach acceptance (4.28±0.53), neutral acceptance (3.99±0.41), death avoidance (2.74±0.63), fear of death (2.65±0.57) and escape acceptance (2.47±0.69) the scores of postgraduates were ranked as neutral acceptance (3.96±0.52), approach acceptance (2.84±0.61), fear of death (2.78±0.65), death escape (2.62±0.73), escape acceptance (2.39±0.77). At the same time, the scores of hospice care attitude in the doctoral group were higher than those in the master group [(110.63±8.96) vs. (106.78±6.52)], and the difference was statistically significant ( P<0.001). In addition, the scores of "fear of death" and the scores of hospice care attitudes were negatively correlated with the scores of doctoral and master students ( r=-0.25, r=-0.21), while the scores of hospice care attitudes were positively correlated with the scores of "neutral acceptance" in death cognition ( r=0.50, r=0.32). However, the hospice care attitude scores of doctoral students were negatively correlated with the "death avoidance" scores in death cognition ( r=-0.27). Conclusion:Doctoral and postgraduate students have a certain awareness of hospice care, while their death cognition and hospice care attitude still need to be improved and strengthened from sociology, psychology, ethics and other perspectives. The above will promote the harmony between doctors and patients while meeting the needs of an aging society in China.
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The core of medical humanity is to take care of patients. Many physicians treat patients at the bedside while trying to explore innovations to overcome the problems and obstacles that lie ahead of the patient. They are tracing the international front, learning to explore, promoting the growth of knowledge, increasing the clinical skills. They implement common induction and identification in clinical work, and strive for the personalized treatment of patients. They follow translational medicine, engage in research pro-jects, so that novel theories can be applied to technical practice, and promote the development and break-through of medical humanistic care.
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As an important element of contemporary values, "embracing diversity" has driven over-whelming attention from different fields of society, especially in medical field. Before seeking medical help, every patient has prediction, worry and expectation for the treatment to come, which is determined by their diversity. This article includes three sections to layer and substantiate the concept of "embracing diversity"— cultural diversity, socioeconomic diversity and philosophy diversity. Cultural diversity focuses on the concern about religion, LGBT and alternative medicine. Socioeconomic diversity illustrates the thought for patient's educational level, profession, changes in their living condition and so on. Philosophy diversity asks for the respect of people's lifestyle and their medical choice in the end of life.
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Medicine is a subject which is closely related to patients' health. Any error made by the doctor can be a threat to patients' life, so the administrative department of the hospital and medical special-ties conclude a set of principles and rules to ensure that the doctor can treat the patient correctly. By fol-lowing the principles and rules, physicians can not only improve the quality of treatment, but also protect themselves from litigation. Generally speaking, physicians should abide principles and rules and procedures for patients, the public and themselves. In another perspective, rules have limitations and they are usually lagged behind the development of the society and technology. In many cases, doctors need to make decisions by their own judgment without rules to follow.
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Critical thinking is one of the core professional competences for medical students.The ultimate goal of critical thinking is to combine the highly individualized experience and comprehension with the generally applicable scientific cognitive system.Therefore in medical education,the cultivation of critical thinking should embody the objective and the characteristics of critical thinking,such as rational restriction,dialectical thinking,empathy practice and scientific evaluation,and great attention to the principles and conditions of the application must be given.In the course of teaching design and implementation it's necessary to choose the appropriate point,to set up the teaching situation suitable for developing critical thinking,to optimize the structure of teaching content,to strengthen the practice of critical thinking methodology and to value "asking questions" and so on.
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According to the standards of undergraduate medical education, humanistic education has been gradually attached great importance in medical schools. To explore education of medical humani-ties, our school carried out a new course for clinical medical students, which combined video-based learn-ing, problem-based learning (PBL) and group discussion together. This article introduces the background, teaching design, practice and assessment of the course, and also summaries the strengths and limitations, put forward solutions to specific problems. Through our study, new course has been proved to be helpful to improve both the medical humanities and English levels of medical students.
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In Traditional Chinese Medicine apprentice education mode, the heritages of medical skills, medical principles and medical knowledge are three important components. The important component of medical knowledge is the inheritance and development of medical humanistic ethics. With the progress of medicine, the increase of ac-ademic exchange between China and the West, the inheritance of Traditional Chinese Medicine medical knowledge has become an indispensable part, and has attracted the attention both at home and abroad. Traditional Chinese Medicine apprenticeship mode in the new period is based on the education in colleges and schools and shows its u-nique superiority in the inheritance of medical humanistic ethics thought through famous doctors' studio, apprentice-ship and other methods.
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Staring from the definition of medical humanity education,this paper expounded the influence and challenges medical humanity education faced in the "Internet Plus" age from three aspects of the values,discourse system and teaching mode.With the "Internet Plus" as platform for teaching innovations,constructing the new teaching mode of medical humanity education through integrating resources standardly,setting up relevant courses,strengthening the training teachers and other measures can improve the humanistic quality of medical students and guide medical students to apply humanistic care into clinical work.Therefore,choosing various teaching methods and strategies which are suitable for medical humanity education and can stimulate students' subjective initiative is the effective way to improve the clinical thinking ability of medical students.
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Objective To explore the effect of extending medical humanities services by using Wechat official account in emergency triage. Methods Since March 2016,emergency triage team has established the WeChat official account called "Great Doc & Mininurse" to conduct an activity of "Emergency Circle". Results Team members of emergency triage have participated in management and maintenance of Wechat Official Account in various degrees. Nursing services have been extended and expanded in the conventional triage foundation, and nursing team has been enhanced while serving for the patients. Conclusions The construction activities of Wechat official account can effectively extend the medical humanistic service,promote the interaction between doctors and patients,and improve the doctor-patient relationship.
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Through the comparison of curriculum provision,curriculum content,teaching methods and evaluation methods of medical humanity education between China and the United States,this paper put forward some suggestions about integrating resources of humanities and social sciences,improving the setting of medical humanity education curriculum and optimizing the teaching methods;improving the effectiveness of teaching and tightly connecting with the clinical practice,cultivating the ability of medical humanity practice and reforming the assessing methods of medical humanities,establishing formative assessment system and so on,to promote the level of medical humanity education in China.
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Through exploring the cause of medical students' professional identity status and further analyzing the present misunderstanding that exists in medical students' humanistic education,this paper thoroughly discussed the dialectical relationship between medical humanities education and medical students' professional identity.It analyzed the effects of medical humanistic education on medical students' professional values,professional expectations,professional sense of belonging and how medical humanistic education plays a role in them.
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Objective To explore the difference between the results of the cross-disciplinary joint teaching method and the traditional teaching method in medical humanity courses.Method 128 students in one military medical university were selected to be randomly assigned to the study group and the control group,using the cross-disciplinary joint teaching mode (study group,n=64) and traditional teaching mode (control group,n=64) in medical humanity courses.For the joint teaching mode,we compiled the teaching materials of medical humanities,formed the teaching team and organized the academic communication after class by social media.After all courses were finished,the subject cognition and approval of whole students were evaluated by the unified arranged examination and questionnaire.Then the data was processed by SPSS 18.0.Results On the aspect of subject cognition,the total scores of the study group were higher than control group in health law [(76.2 ± 3.34) vs.(72.5 ± 4.76);t=3.32,P=0.000] and medical ethics [(75.3 ±2.93) vs.(68.3 ± 3.10);t=4.01,P=0.000].On the aspect of subject approval,the recognition of the students of the study group in these three subjects were more than those of the control group except the selfevaluation of medical psychology (P=0.000).Conclusion The application of cross-disciplinary joint teaching method on medical humanity courses contributes evidently to the promotion of the medical humanity quality of clinical medical students.To implement this model,however,multi-sided resources are needed for colleges to coor-dinate,for perfect results require more practical exploration.
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Through expounding the definition of effective consent and ineffective consent, this article pointed out that the doctors must identify the ineffective consent cases such as fictive consent that misread the patients′in-tention, presumed consent that extend the patients′intention excessively,imaginative consent that transfer possible consent in the future into actual consent, and the consent that the patients′personality is on nonidentity. It also put forward the problems of achieving effective consent as following:judgement of individual active ability, the consent in the unbalanced doctor-patient relationship, and the consent that kidnapped by sociology.
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Objective:To discuss the structure of medical humanistic curriculum system based on the research of quality features of excellent doctors .Methods:The goal , content and form of humanistic curriculum were based the factor of famous doctors'competencies which was build on the basis of literature review and experts'interview. Results:Ability and attitude or values accounted for high proportion of overall quality features .Humanities con-tained in most factors of excellent doctors'quality features;guiding significance of the structure of medical humanis-tic curriculum system is provided with excellent doctors'quality features .Conclusion:We should focus on the inte-gration of humanistic knowledge and practice , push humanities course into every stage of the medical education , further enrich category and quantity of medical humanities course and teaching form of medical humanities course , perfect the examination mode of medical humanities course in order to cultivate more excellent doctors .
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Containing unique medical information and profound humanistic connotation,pas-sages with medical theme tend to be processed in a relatively superficial way in reading courses. This paper discussed the significance of English passages with medical theme and elucidated the de-pressing situation in teaching and learning as well as the reasons. Several approaches were proposed to resolve the present dilema in an attempt to improve the comprehensive humanistic qualities of med-ical students.
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Enhancing medical humanitarian activities in clinical teaching is demanded by modern medicine and education.It contains the modern values of constructing a harmonious doctor-patientrelationship and adjusting to medical education and modern medical model development.We put forward several countermeasures such as establishing concept of respect for people,improving teachers'humanistic caring ability,strengthening management to enhance students' sense of responsibility,enhancing students' doctor-patient communication skills,and abiding by relevant laws and regulations in the current situation which lacks humanistic care,doctor-patient communication and legal concept.
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Medicine education must pay attention to humanity education,which is determined by the nature of medicine.The present situation and problems of the medical humanity education in china were reviewed and new approaches to improve long-term mechanism of the medical humanity education in china were enhanced from the following four apects:constructing teaching staff,setting up curriculum,reforming teaching methods and building campus-culture.
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ObjectiveTo improve the teaching quality of medical humanity education in medical university.MethodsA cluster sampling survey was given to 448 sophomores who studied the outline of medical humanities course in military medical university,and the data were descriptively and statistically analyzed.ResultsThe survey shows that 90％ sophomores satisfy with this course,95％ sophomores understand the importance of medical humanity education,and the students have more requirements on education resources and teaching ways.ConclusionOutline of medical humanities course is important to cultivate the medical humanity spirit of medical students,and the course still needs more improvements.
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Objective To explore a new model of medical humanity education in new situation. Methods Extensive survey was carried out among medical students,and discussion and consultation were hold to faculty and education administers.A new teaching model was established. Results A curriculum system with 1 or 2 core courses supported by some elective courses and social practice is under the process of implementation and achieved preliminary success.Conclusion The medical humanity education should pay attention to the development of connotation instead of pursuing the extension of quantity blindly,which means that students' school work must be eased by focusing on self-study and self-education.Medical students'life path with high-minded personality training should be strengthened.
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With the development of modern medical model,higher requirements are raised on medical humanity quality education.Based on the analysis and comparison of the current situation in terms of the set up of the course,course arrangement,teaching method and teaching strength,the author raises the solution of strengthening the medical students’humanity quality.