University of Louisville, Louisville, Kentucky 40202-3866, USA.
Med Teach. 2010 Jan;32(1):76-9. doi: 10.3109/01421590903390585.
Patients are frequently unhappy with medical care because physicians fail to demonstrate humanistic qualities. Immersion in science is a necessary part of medical education but not sufficient. Courses in the history of medicine, the medical narrative in literature, bioethics, medicine and art, and spirituality and medicine will train physicians who will temper technological medicine with a humanistic touch. The rapid growth in biomedical knowledge and the growing demands upon medical students' time threaten to crowd out time for the humanities. Furthermore, the financing of medical humanities programmes is often tenuous. Medical students must come to understand that much of medical knowledge is a function of time and place, that medicine is a profoundly social enterprise and that the practice of medicine is a value-laden undertaking. The preservation of programmes in the medical humanities will reinforce the social responsibility that should be inherent in medical education.
患者经常对医疗服务不满意，因为医生未能表现出人文素质。对科学的深入研究是医学教育的必要组成部分，但还不够。医学史课程、文学中的医学叙事、生物伦理学、医学与艺术、医学与灵性等课程将培养出具有人文关怀的医生，使他们在运用技术医学时更加得心应手。生物医学知识的快速增长和医学生时间的不断增加，威胁着人文科学的时间。此外，医学人文学科课程的资金往往很不稳定。医学生必须认识到，医学知识很大程度上是时间和地点的产物，医学是一项深远的社会事业，医学实践是一项充满价值的事业。医学人文学科课程的保留将加强医学教育中固有的社会责任。
