Bickel J
J Med Educ. 1987 May;62(5):369-78. doi: 10.1097/00001888-198705000-00001.
Medical school deans and faculty members were surveyed by the Association of American Medical Colleges to obtain information on 1984-85 courses designed to improve students' ability to examine their values in relation to those of patients, communicate effectively with patients, or think critically about cultural, social, and ethical issues arising in medical care. Of the 126 deans contacted, 113 supplied course descriptions, and 99 responded to survey questions about the integration of human values programs into students' clinical education. Ninety-five schools reported that at least one human values course was required during the first or second year of the curriculum; 38 schools listed a program as part of the required curriculum for the third or fourth year. The respondents reported several ways in which human values programs were integrated into clinical education. The most frequently mentioned method was reinforcement or addition of human values emphases during medical clerkships. The process considered to be most important by respondents in achieving this integration was a combination of interactions among faculty members, improvement of human values courses, and the support of the dean. The respondents also reported on the characteristics of faculty members who teach such courses, on faculty development efforts, on barriers to the integration of human values teaching into the curriculum, and on the evaluation of such courses.
美国医学院协会对医学院院长和教职员工进行了调查，以获取有关1984 - 1985年课程的信息，这些课程旨在提高学生审视自身价值观与患者价值观关系的能力、与患者有效沟通的能力，或对医疗护理中出现的文化、社会和伦理问题进行批判性思考的能力。在联系的126位院长中，113位提供了课程描述，99位回答了有关将人文价值观课程纳入学生临床教育的调查问题。95所学校报告称，在课程的第一年或第二年至少要求开设一门人文价值观课程；38所学校将一个项目列为第三年或第四年必修课程的一部分。受访者报告了人文价值观课程融入临床教育的几种方式。最常提到的方法是在医学实习期间强化或增加对人文价值观的强调。受访者认为在实现这种融合过程中最重要的是教职员工之间的互动、人文价值观课程的改进以及院长的支持相结合。受访者还报告了教授此类课程的教职员工的特点、师资发展努力、将人文价值观教学融入课程的障碍以及此类课程的评估情况。
