山东省某医学院校医学本科生人文素质教育满意度现状及对策研究
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摘要
目的了解目前医学生人文素养现状,并探讨相应对策。方法对山东省某高等医学院校大一、大二、大三3个年级的学生进行调查,按分层随机整群抽样方法,每个年级随机抽取8个班,对抽取班级全部学生进行调查,共1234名学生。对所得资料运用卡方检验和线性回归进行分析。结果学生对学校人文素养教育满意度较低,对学校人文素养教育的评价结果受年级、性别以及专业的影响;人文素养课程重视程度不高,并且在年级、专业和学习成绩方面存在差异;学生对自身人文素养的评价较低,大部分学生希望加强自身人文素养,并且愿付诸行动;培养兴趣、实践教学和改善考核方式是提高学校人文素养教育水平的主要途径。结论人文素养教育应改变以往"重专业,轻人文"的教育观念,根据年级、专业差别完善课程设置,同时应培养学生学习兴趣,提高实践教学比重以及改善考核方式,形成一套完善的人文素养培养模式。
Objective: To investigate the current situation of medical undergraduates' humanistic quality and explore the corresponding countermeasures. Methods: An investigation was carried out on 3 grades of freshmen, sophomores and sophomores in a medical college in Shandong Province. According to the stratified random cluster sampling method, 8 classes were randomly selected from each grade, and all the students in the extracted classes were investigated, with a total of 1234 students. The data were analyzed by chi-square test and linear regression. Results: Students were less satisfied with the school's humanistic quality education, and their evaluation results were affected by grade, gender and major. The humanities quality curriculum was not taken seriously, and there were differences in grades, majors and academic achievements. Students' evaluation of their humanistic quality was low, and most of them had the hope to strengthen their humanistic quality. At the same time, they were willing to put it into action. There were the main ways improve the education level of humanistic quality in schools, including cultivating interest, practicing teaching and improving assessment methods. Conclusion: Humanistic quality education should change the previous education concept of "attaching importance to major but not humanity", and perfect the curriculum according to grade and major differences. Further, it is necessary to cultivate students' learning interest, increase the proportion of practical teaching and improve the assessment method, so as to form a complete set of humanistic quality education mode.
Objective: To investigate the current situation of medical undergraduates' humanistic quality and explore the corresponding countermeasures. Methods: An investigation was carried out on 3 grades of freshmen, sophomores and sophomores in a medical college in Shandong Province. According to the stratified random cluster sampling method, 8 classes were randomly selected from each grade, and all the students in the extracted classes were investigated, with a total of 1234 students. The data were analyzed by chi-square test and linear regression. Results: Students were less satisfied with the school's humanistic quality education, and their evaluation results were affected by grade, gender and major. The humanities quality curriculum was not taken seriously, and there were differences in grades, majors and academic achievements. Students' evaluation of their humanistic quality was low, and most of them had the hope to strengthen their humanistic quality. At the same time, they were willing to put it into action. There were the main ways improve the education level of humanistic quality in schools, including cultivating interest, practicing teaching and improving assessment methods. Conclusion: Humanistic quality education should change the previous education concept of "attaching importance to major but not humanity", and perfect the curriculum according to grade and major differences. Further, it is necessary to cultivate students' learning interest, increase the proportion of practical teaching and improve the assessment method, so as to form a complete set of humanistic quality education mode.
引文
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[2] 宋扬,赵鹏,邓林,等.医学生人文素养教育面临的困境及对策[J].医学与社会,2015,28(9):106-108.
[3] 刘单单,李永春,张槊,等.基于文献分析的我国医学人文素质教育研究[J].中国医学伦理学,2016,29(6):1073-1075.
[4] 谭德红.红,徐玉梅.健康中国战略背景下医学生人文教育的实践路径优化[J].中国医学伦理学,2018,31(9):1217-1220.
[5] 王惠达,王雨生.系统培养临床长学制医学人文素养的思考[J].中国医学伦理学,2017,30(9):1164-1166.
[6] 何昆蓉.论全科医生制度下的医学人文教育[J].中国卫生事业管理,2014,31(4):291-293.
[7] 陈燕萍.高等医学院校人文素质教育现状及对策思考[D].福州:福建师范大学,2010.
[8] 伍金林,王华,唐军,等.探索医学生人文素质与医学精英人才培养的融合教育[J].中国卫生事业管理,2014,31(5):374-375.
[9] 郑亚楠,龚茜.未实习医学生同理心及其影响因素调查[J].现代预防医学,2018,45(4):679-682.
[10] 杨萍,徐玉梅.医学生医德素质现状调查与分析[J].现代预防医学,2012,39(3):615-616,624.