Office of Educational Development and Department of Family Medicine, University of Texas Medical Branch , Texas, USA.
Department of Pediatrics, University of Texas Medical Branch , Texas, USA.
Med Educ Online. 2021 Dec;26(1):1844394. doi: 10.1080/10872981.2020.1844394.
Calls to reform medical education recommend explicit training in professional identity formation to promote the development of humanistic, compassionate physicians. The authors report their experience offering The Physician Healer Track, a 500-contact-hour curricula integrated over 4 years, focusing on self-awareness, reflection, being-with-suffering, communication and professional identity development. The voluntary scholarly-concentration program comprises 4 years of monthly dinner meetings with faculty mentors, a two-month preceptorship in the first year, a one-month immersion course in MS4 and one elective. Training in mindfulness, cognitive behavioral therapy, nonviolent communication, motivational interviewing, spirituality in healthcare, wellness, equanimity, and 'being with suffering' is reinforced across all 4 years. Community building and reflection are integral to the training both in the monthly sessions and the immersion courses. Enrollment has grown from 26 students in the first year (11% of class) to a total of 258 students across our first 6 years (average of 20-26% of each class). Graduates in our first two cohorts of PHT have exceeded the numbers in the eight other scholarly concentrations offered at UTMB. Among students participating in the summer preceptorship, there has been less than 1% attrition. In serial assessments, students report continued growth in personal development, professional development, and the ability to empathize. Offering PHT has resulted in the growth of training for our medical residents, faculty, physical therapy students and the creation of a student healer association. Despite the demands on student's time, they are voluntarily participating in a challenging program of integrated training with the intention of keeping them connected to their humanity during the rigors of medical school training.
呼吁改革医学教育，建议明确进行专业身份形成培训，以促进人文关怀、富有同情心的医生的发展。作者报告了他们提供医师治疗师课程的经验，该课程是一个为期 4 年、共 500 个学时的课程，重点是自我意识、反思、与痛苦同在、沟通和专业身份发展。这个自愿的学术集中计划包括 4 年的每月与教师导师共进晚餐会议、第一年的两个月指导、在 MS4 的一个月沉浸课程和一个选修课程。正念、认知行为疗法、非暴力沟通、动机性访谈、医疗保健中的灵性、健康、平静和“与痛苦同在”的培训在所有 4 年中都得到加强。在每月会议和沉浸课程中，社区建设和反思都是培训的重要组成部分。从第一年的 26 名学生（占班级的 11%）到我们前 6 年的总共 258 名学生（平均每个班级的 20-26%），注册人数有所增加。在我们的第一批 PHT 毕业生中，有超过 UTMB 提供的其他 8 个学术集中课程的毕业生人数。在参加暑期指导的学生中，流失率不到 1%。在连续评估中，学生报告个人发展、专业发展和同理心能力持续增长。提供 PHT 导致我们的住院医师、教师、物理治疗学生的培训有所增加，并创建了一个学生治疗师协会。尽管学生的时间受到了要求，但他们自愿参加一个具有挑战性的综合培训计划，意图在医学院培训的严格要求下保持他们的人性。
