Marcus E R
Columbia University Psychoanalytic Center for Training and Research, New York, New York, USA.
Acad Med. 1999 Nov;74(11):1211-5. doi: 10.1097/00001888-199911000-00014.
This study sought to identify the common stages in the development of capacities contributing to humanistic medical care in young physicians, as revealed by their dreams about medical school and training. Using a databank of approximately 400 dreams dreamt by non-patient students and housestaff at a major academic medical center, the author traces the development of the two components of humanistic medicine: empathy and humanistic attitudes. The "critical episodes" of medical education produce in young physicians emotional and psychological defenses affecting their ability to interact with patients in an empathic and altruistic manner. Medical educators need to reevaluate the traditional curricular milestones and pedagogic style to help foster the development of medical humanism.
本研究旨在通过年轻医生关于医学院校学习和培训的梦境，找出有助于其提供人文医疗服务能力发展的共同阶段。作者利用一所大型学术医疗中心非患者学生和住院医师记录的约400个梦境数据库，追溯了人文医学两个组成部分的发展：同理心和人文态度。医学教育中的“关键事件”在年轻医生身上产生了情感和心理防御机制，影响了他们以同理心和利他方式与患者互动的能力。医学教育工作者需要重新评估传统的课程里程碑和教学风格，以帮助促进医学人文精神的发展。
