Stern David T, Cohen Jordan J, Bruder Ann, Packer Barbara, Sole Allison
Division of General Medicine, University of Michigan Medical School, and the VA Ann Arbor Healthcare System, Ann Arbor, MI, USA.
Perspect Biol Med. 2008 Autumn;51(4):495-507. doi: 10.1353/pbm.0.0059.
As the "passion that animates authentic professionalism," humanism must be infused into medical education and clinical care as a central feature of medicine's professionalism movement. In this article, we discuss a current definition of humanism in medicine. We will also provide detailed descriptions of educational programs intended to promote humanism at a number of medical schools in the United States (and beyond) and identify the key factors that make these programs effective. Common elements of programs that effectively teach humanism include: (1) opportunities for students to gain perspective in the lives of patients; (2) structured time for reflection on those experiences; and (3) focused mentoring to ensure that these events convert to positive, formative learning experiences. By describing educational experiences that both promote and sustain humanism in doctors, we hope to stimulate the thinking of other medical educators and to disseminate the impact of these innovative educational programs to help the profession meet its obligation to provide the public with humanistic physicians.
作为“激发真正专业精神的热情”，人文主义必须作为医学专业精神运动的核心特征融入医学教育和临床护理之中。在本文中，我们讨论了当前医学人文主义的定义。我们还将详细描述旨在在美国（及其他地区）多所医学院校促进人文主义的教育项目，并确定使这些项目有效的关键因素。有效教授人文主义的项目的共同要素包括：（1）让学生了解患者生活情况的机会；（2）用于反思这些经历的结构化时间；（3）有针对性的指导，以确保这些经历转化为积极的、有形成效的学习体验。通过描述促进并维持医生人文主义的教育经历，我们希望激发其他医学教育工作者的思考，并传播这些创新教育项目的影响，以帮助该行业履行其为公众提供有人文精神的医生的义务。
