Kawi A A
Dis Nerv Syst. 1975 Feb;36(2):87-90.
The role of emotional factors in the learning process has been recognized by the student as well as the educator in medicine. The medical student may develop disturbances in learning under appropriate circumstances. These disturbances may be the symptom of a disease but not the disease itself, or the disease but not the symptom, or the disease and the symptom at the same time. The most frequently encountered symptoms of the disturbance among the medical students include: loss of interest in studying; decrease in motivation for medicine; difficulties in concentration and retention; student's difficulty in applying himself; selective disturbance in learning certain subjects within medicine; impairment in the capacity to discriminate relevant from irrelevant data; and the tendency toward obsessive thinking and compulsive actions. The role of fantasies in these disturbances is explored. The development of the capacity to learn and some etiological considerations in its disturbances are formulated.
情感因素在学习过程中的作用已被医学生和医学教育工作者所认识。在适当的情况下，医学生可能会在学习上出现障碍。这些障碍可能是一种疾病的症状而非疾病本身，或者是疾病而非症状，又或者是疾病和症状同时存在。医学生中最常遇到的学习障碍症状包括：对学习失去兴趣；学医的动力下降；注意力和记忆力方面的困难；学生难以全身心投入；在医学某些学科的学习上出现选择性障碍；区分相关与不相关数据的能力受损；以及出现强迫思维和强迫行为的倾向。探讨了幻想在这些障碍中的作用。阐述了学习能力的发展及其障碍的一些病因学考量。
