Dr. Talley is assistant professor of psychology, Department of Pediatrics and Office of Research and Sponsored Programs, Kansas City University of Medicine and Biosciences, Kansas City, Missouri. Dr. Magie is chair, Department of Pediatrics, and director of the Spirituality in Medicine project, Kansas City University of Medicine and Biosciences, Kansas City, Missouri.
Acad Med. 2014 Jan;89(1):43-7. doi: 10.1097/ACM.0000000000000078.
With grant funding from the John Templeton Spirituality and Medicine Curricular Award to the George Washington Institute for Spirituality and Health, faculty at Kansas City University of Medicine and Biosciences (KCUMB) developed the "Spirituality in Medicine" curriculum. In developing the curriculum, faculty took into consideration competencies required by the Association of American Medical Colleges and qualitative results from surveys of medical school applicants and enrolled students. Strategies for curriculum delivery included lectures, panel discussions, role-playing, and training in the use of a spirituality assessment tool. A majority of the 250 students who received the training in 2010-2011 were able to demonstrate the following competencies: (1) being sensitive to patients' spiritual and cultural needs, (2) assessing patients' and their own spiritual needs, (3) appropriately using chaplain services for patient care, and (4) understanding the effects of health disparities and ethical issues on patient care. Challenges to implementation included a reduction in chaplain availability due to the economic downturn, a lack of student exposure to direct patient care during shadowing, too little religious diversity among chaplains, and changes in assignment schedules. New competencies required by the National Board of Osteopathic Medical Examiners overlap with and help ensure sustainability of the Spirituality in Medicine curriculum. KCUMB leaders have incorporated the use of the spirituality assessment tool into other parts of the curriculum and into service experiences, and they have introduced a new elective in palliative care. Synergistic efforts by faculty leaders for this initiative were critical to the implementation of this curriculum.
在约翰·邓普顿精神与医学课程奖资助下，乔治华盛顿精神与健康研究所的教员开发了“医学中的精神性”课程。在开发课程时，教员考虑到了美国医学院协会要求的能力，以及对医学院申请者和注册学生进行调查的定性结果。课程的教学策略包括讲座、小组讨论、角色扮演和使用精神评估工具的培训。在 2010 年至 2011 年期间，接受培训的 250 名学生中有大多数能够展示以下能力：（1）对患者的精神和文化需求敏感，（2）评估患者及其自身的精神需求，（3）适当地为患者护理使用牧师服务，以及（4）了解健康差距和伦理问题对患者护理的影响。实施方面的挑战包括由于经济下滑导致牧师的可用性减少，学生在影子工作期间接触直接患者护理的机会太少，牧师之间宗教多样性太少，以及分配时间表的变化。国家骨科医师考试委员会要求的新能力与医学中的精神性课程的可持续性重叠，并有助于确保其可持续性。KCUMB 的领导已经将精神评估工具的使用纳入课程的其他部分和服务经验中，并引入了姑息治疗的新课程。教师领导人为这一倡议所做的协同努力对这一课程的实施至关重要。
