Atkinson Holly G, Fleenor David, Lerner Susan M, Poliandro Edward, Truglio Joseph
Clinical Professor, CUNY School of Medicine; Assistant Professor of Medicine, Department of Medical Education, Icahn School of Medicine at Mount Sinai.
Director of Education, Center for Spirituality and Health, Icahn School of Medicine at Mount Sinai.
MedEdPORTAL. 2018 Dec 14;14:10784. doi: 10.15766/mep_2374-8265.10784.
Despite many patients wanting physicians to inquire about their religious/spiritual beliefs, most physicians do not make such inquiries. Among physicians who do, surgeons are less likely than family and general practitioners and psychiatrists to do so.
To address this gap, we developed a 60-minute curriculum that follows the Kolb cycle of experiential learning for third-year medical students on their surgery/anesthesiology clerkship. The session includes definitions of religion/spirituality, an overview of the literature on spirituality in surgery, a review of the FICA Spiritual History Tool, discussion of the role of the chaplain and the process of initiating a chaplain consult, and three cases regarding the spiritual needs of surgical patients.
In total, 165 students participated in 10 sessions over 13 months. Of these, 120 students (73%) provided short-term feedback. Overall, 82% rated the session above average or excellent, and 72% stated the session was very relevant to patient care. To improve the session, students recommended assigning key readings, discussing more cases, role-playing various scenarios, inviting patients to speak, practicing mock interviews, and allowing for more self-reflection and discussion. Long-term feedback was provided by 105 students (64%) and indicated that the spirituality session impacted their attitudes about the role of religion/spirituality in medicine and their behaviors with patients.
We have designed a successful session on spirituality for third-year students on their surgery/anesthesiology clerkship. Students reported it to be a positive addition to the curriculum. The session can be modified for other surgical subspecialties and specialties outside of surgery.
尽管许多患者希望医生询问他们的宗教/精神信仰，但大多数医生并未进行此类询问。在进行询问的医生中，外科医生比家庭医生、全科医生和精神科医生进行此类询问的可能性更小。
为了弥补这一差距，我们为三年级医学生在外科/麻醉科实习期间开发了一门时长60分钟的课程，该课程遵循体验式学习的科尔布循环。课程内容包括宗教/精神信仰的定义、外科领域精神信仰的文献综述、FICA精神病史工具的回顾、牧师的角色讨论以及发起牧师咨询的过程，还有三个关于外科患者精神需求的案例。
在13个月内，共有165名学生参加了10次课程。其中，120名学生（73%）提供了短期反馈。总体而言，82%的学生将该课程评为高于平均水平或优秀，72%的学生表示该课程与患者护理非常相关。为了改进该课程，学生们建议布置重点阅读材料、讨论更多案例、进行各种情景的角色扮演、邀请患者发言、进行模拟面试练习，以及增加自我反思和讨论的时间。105名学生（64%）提供了长期反馈，表明关于精神信仰的课程影响了他们对宗教/精神信仰在医学中的作用的态度以及他们与患者相处的行为。
我们为三年级学生在外科/麻醉科实习期间设计了一门关于精神信仰的成功课程。学生们认为这是课程中的一个积极补充。该课程可以针对其他外科亚专业和外科以外的专业进行修改。
