Duffin J
J Med Humanit. 1995;16(3):155-74. doi: 10.1007/BF02274152.
I believe that the purpose of history in a medical school can be related to two simple goals: first, to make students a bit skeptical about everything else they are to be taught in the other lectures--skepticism fosters humility and life-long learning; second, to make them aware that medical history is a research discipline as compelling as any of the basic and clinical sciences they are traditionally taught. In the fall of 1988, I was given an opportunity to build a "course" in history for medical students--a course with no fixed time slot, no fixed syllabus, and no fixed content. I wanted to teach history of anatomy during anatomy sessions, history of pathology during pathology, history of obstetrics during obstetrics, and so on. I hoped to end each session with a disciplinary controversy that extended into present practice. The ultimate manifestation of infiltration would be to have one question on every exam that the students would write during their medical school experience. This is the story of how my medical history teaching moved from nothing to a program integrated throughout four years of medical studies, complete with goals and objectives and two questions of every exam. The content, advantages, and problems of the approach in the Queen's University experience will be presented.
其一，让学生对在其他课程中将要学到的一切有所怀疑——怀疑精神能培养谦逊和终身学习的态度；其二，让他们意识到医学史是一门与他们传统所学的任何基础和临床科学一样引人入胜的研究学科。1988年秋，我获得了一个为医学生开设历史“课程”的机会——这门课程没有固定的上课时间、没有固定的教学大纲、也没有固定的内容。我想在解剖课上讲授解剖学历史，在病理学课上讲授病理学历史，在产科学课上讲授产科学历史等等。我希望在每节课结束时引发一场延伸至当前实践的学科争议。这种渗透的最终体现将是在学生医学院学习期间的每场考试中都设置一道相关问题。这就是我的医学史教学如何从无到有发展成为一个贯穿四年医学学习的课程体系的故事，该体系有明确的目标，每场考试都有两道相关问题。文中将介绍女王大学这一教学方法的内容、优点及问题。
