Department of Family and Social Medicine, Montefiore MedicalCenter ⁄ Albert Einstein College of Medicine, Bronx, NY 11542, USA.
Med Educ. 2011 Jul;45(7):663-8. doi: 10.1111/j.1365-2923.2011.03944.x.
For doctors, curiosity is fundamental to understanding each patient's unique experience of illness, building respectful relationships with patients, deepening self-awareness, supporting clinical reasoning, avoiding premature closure and encouraging lifelong learning. Yet, curiosity has received limited attention in medical education and research, and studies from the fields of cognitive psychology and education suggest that common practices in medical education may inadvertently suppress curiosity.
This study aimed to identify common barriers to and facilitators of curiosity and related habits of mind in the education of doctors.
We conducted a theory-driven conceptual exploration and qualitative review of the literature.
Curiosity is related to inquisitiveness, reflection and mindfulness. Instructional practices can suppress curiosity by confusing haste with efficiency, neglecting negative emotions, promoting overconfidence and using teaching approaches that encourage passive learning. Curiosity tends to flourish in educational environments that promote the student's responsibility for his or her own learning, multiple perspectives and mindful reflection on both the subject and the learning process. Specific educational strategies that can support curiosity in classroom and clinical settings include the mindful pacing of teaching, modelling effective management of emotions, confronting uncertainty and overconfidence, using inquiry-based learning, helping students see familiar situations as novel, simultaneously considering multiple perspectives, and maximising the value of small-group discussions. Instructor attributes that contribute to the development of student curiosity include patience, a habit of inquiry, emotional candour, intellectual humility, transparency and recognition of the benefits to be gained in learning from peers.
Curiosity, inquisitiveness and related habits of mind can be supported in medical education through specific, evidence-based instructional approaches. Medical educators should balance the teaching of facts, techniques and protocols with approaches that help students cultivate and sustain curiosity and wonder in the context-rich, often ambiguous world of clinical medicine.
对于医生来说，好奇心对于理解每个患者独特的疾病体验、与患者建立尊重的关系、加深自我意识、支持临床推理、避免过早下结论以及鼓励终身学习至关重要。然而，好奇心在医学教育和研究中受到的关注有限，认知心理学和教育学领域的研究表明，医学教育中的常见做法可能会无意中抑制好奇心。
本研究旨在确定在医生教育中，好奇心的常见障碍和促进因素以及相关思维习惯。
我们进行了理论驱动的概念探索和文献定性综述。
好奇心与探究、反思和正念有关。教学实践可能会通过将匆忙与效率混淆、忽视负面情绪、促进过度自信以及使用鼓励被动学习的教学方法来抑制好奇心。在促进学生对自己学习负责、多种观点以及对学习过程和主题进行深思熟虑的反思的教育环境中，好奇心往往会蓬勃发展。在课堂和临床环境中支持好奇心的具体教育策略包括教学的正念 pacing、示范有效管理情绪、面对不确定性和过度自信、使用探究式学习、帮助学生将熟悉的情况视为新颖、同时考虑多种观点以及最大限度地提高小组讨论的价值。有助于培养学生好奇心的教师特质包括耐心、探究习惯、情感坦诚、知识谦逊、透明度和认识到从同伴学习中获益的重要性。
在医学教育中，可以通过具体的、基于证据的教学方法来支持好奇心、探究和相关思维习惯。医学教育者应该在教授事实、技术和方案的同时，采用有助于学生在以临床为背景的丰富而常常模糊的医学世界中培养和维持好奇心和探索欲的方法。
