Ziółkowska-Rudowicz Elzbieta, Kładna Aleksandra
Pomorski Uniwersytet Medyczny w Szczecinie, Zakład Historii Medycyny i Etyki Lekarskiej.
Pol Merkur Lekarski. 2010 Oct;29(172):282-6.
Medical training should aim at providing students' with opportunities to learn about and explore their cognitive and emotional responses to patients' illness and suffering. The training should also foster understanding of a patient's experiences and encourage empathic communication. Teaching approaches that use experiential learning methods seem to serve these educational goals, well. The objective of this paper was to describe experiential methods used in medical schools, in the early stages of training, to enhance empathy in students. The first two methods, patient navigator and home visits, expose students to a direct contact with a patient in the natural environment. Whereas, hospitalization experience and role playing involve simulation patient's experiences. We searched PubMed, ProQuest, ERIC, MedLine and Polish Medical Bibliography (Polska Bibliografia Lekarska--published from 1990 to the present--for studies that address methods for teaching empathy to medical students. Analysis of papers reporting the use of methods allowing early exposure to patient's situation indicate, that students reported a positive learning experience that has allowed to perceive patients as human beings, not as disease. The results show that, irrespective of the method used, empathy may be fostered in the course of medical training.
医学培训应旨在为学生提供机会，让他们了解并探索自己对患者疾病和痛苦的认知及情感反应。培训还应促进对患者经历的理解，并鼓励共情沟通。采用体验式学习方法的教学方式似乎能很好地实现这些教育目标。本文的目的是描述医学院校在培训早期阶段用于增强学生同理心的体验式方法。前两种方法，即患者导航员和家访，让学生在自然环境中直接接触患者。而住院体验和角色扮演则涉及模拟患者的经历。我们检索了PubMed、ProQuest、ERIC、MedLine和波兰医学文献目录（《波兰医学文献》，自1990年至今出版），以查找有关向医学生传授同理心教学方法的研究。对报告使用能让学生早期接触患者情况方法的论文分析表明，学生们报告了积极的学习体验，这种体验使他们能够将患者视为有血有肉的人，而非仅仅是疾病。结果表明，无论使用何种方法，在医学培训过程中都可以培养同理心。
