Krackov Sharon K, Levin Richard I, Catanesé Veronica, Rey Mariano, Aull Felice, Blagev Denitza, Dreyer Benard, Grieco Anthony J, Hebert Cristy, Kalet Adina, Lipkin Mack, Lowenstein Jerome, Ofri Danielle, Stevens David
Advanced Educational Programs, New York University School of Medicine, New York 10016, USA.
Acad Med. 2003 Oct;78(10):977-82. doi: 10.1097/00001888-200310000-00007.
The New York University School of Medicine has a rich tradition of cultivating programs in medical humanities and professionalism. They are drawn from the departments, centers, students, and faculty in the School of Medicine, have linkages throughout the university, and are interwoven into the fabric and culture of the institution. Some are centrally based in the School of Medicine's deans' office, and others are located in individual departments and receive support from the dean's office. This article describes representative programs for medical students and faculty. Curricular initiatives, the fundamental components of medical students' learning, include a course entitled "The Physician, Patient, and Society," a clerkship essay in the Medicine Clerkship, an opportunity for reflection during the medicine clerkship, and a medical humanities elective. In 2002, the Professionalism Initiative was launched to enhance and reflect the values of the medical profession. Its curriculum consists of a series of events that coordinate, particularly, with existing elements of the first-year curriculum (e.g., orientation week, a session during anatomy, a self-assessment workshop, and a peer-assessment workshop). The Master Scholars Program is a group of five, theme-based master societies consisting of faculty and students who share common interests around the society's themes. Programs developed for the societies include colloquia, faculty-led seminars, a mandatory student-mentoring program, and visiting scholars. Finally, the authors describe three high-quality literary publications created at New York University School of Medicine. Each of the initiatives undergoes regular critical examination and reflection that drive future planning.
纽约大学医学院在培养医学人文与职业精神项目方面有着丰富的传统。这些项目来自医学院的各个系、中心、学生和教职员工，与整个大学都有联系，并融入到该机构的结构和文化之中。有些项目集中在医学院院长办公室，其他项目则位于各个系，并得到院长办公室的支持。本文介绍了针对医学生和教职员工的代表性项目。课程举措是医学生学习的基本组成部分，包括一门名为“医生、患者与社会”的课程、医学实习中的一篇实习论文、医学实习期间的反思机会以及一门医学人文选修课。2002年，启动了职业精神倡议，以强化和体现医学职业的价值观。其课程包括一系列活动，特别是与一年级课程的现有内容相协调（例如，迎新周、解剖学课程中的一节课、自我评估研讨会和同伴评估研讨会）。硕士学者项目是由五个基于主题的硕士社团组成的团体，社团成员包括围绕社团主题有着共同兴趣的教职员工和学生。为这些社团开展的项目包括学术讨论会、教师主导的研讨会、强制性的学生指导项目以及访问学者。最后，作者介绍了纽约大学医学院创办的三本高质量文学出版物。每个项目都定期接受批判性审视和反思，以推动未来的规划。
