The practice of situational teaching in the course of “Introduction to Medical Humanities” from the perspective of narrative medicine / 中华医学教育探索杂志

ABSTRACT

The situational teaching of the course of introduction to medical humanities has some problems, such as low participation, poor communication, and lack of humanities thought. By reading text and creating text, narrative medicine can make students deeply participate in the scene, provide an intro-spective opportunity of being close to the patients, and make students better redefine the story of the other so as to be able to help patients to take a positive view of the disease. Therefore, by using the method of reading text and creating text of narrative medicine, this paper has studied the “4+3” situational teaching model reform of the course of “introduction to medical humanities”, analyzed the present situation and achievements and pointed out that the teaching should pay attention to the key elements, which is “to build a correct value view of medical humanistic, strengthen the emotional education of humanistic care, as well as culture humanistic knowledge and culture humanistic ability”, and it has also put forward some sugges-tions on improving the teaching level of“Introduction to medical humanities”in the future.