School of Innovation and Entrepreneurship, Wenzhou Medical University, Chashan Campus, Zhongxin North Road, Ouhai District, Wenzhou City, Zhejiang Province, China.
Department of Cardiology, Lishui Central Hospital and the Fifth Affiliated Hospital of Wenzhou Medical University, Lishui City, Zhejiang Province, China.
BMC Med Educ. 2022 Dec 20;22(1):883. doi: 10.1186/s12909-022-03870-1.
In the student-centered modern teaching environment of higher education, the affective domain was of great value to the overall development of medical students and the sustainable development of medical education. However, in the teaching practice of the medical specialty in Our country, there are still a lot of phenomena that pay attention to knowledge teaching but neglect affective education. Compared with affective domain, teachers tended to focus on the learning of specialized knowledge and skills. This paper investigated the attitudes and evaluations of teachers and students of medical school on affective education, analyzed the current situation and problems of teaching in the affective educauion of medical professions, and explored the path of combining the affective field and medical profession from the perspective of medical teachers.
A questionnaire survey was conducted among medical teachers and students across the country. Using the self-appointed teacher scale and the student scale to obtain their ratings of all dimensions of teaching in the affective field through a free online tool called "WenJuanXing". Descriptive statistics and multiple regression analysis methods were used to analyze the data to explore the obstacles in affective education and the factors affecting the outcome of affective education.
A total of 523 medical teachers and 3268 medical students were surveyed, according to the results of questionnaire data analysis, there are differences in the needs of senior and lower grade students in various dimensions of affective education, and the current Chinese medical teachers carrying out affective education are facing unclear positioning and interpretation of affective education goals, lack of affective experience in teaching methods, lack of affective education evaluation norms, lack of continuity and progressivity of affective cultivation, and school organizational mechanisms need to be improved.
This paper had some suggestions aimed at the above problem. Firstly, It is necessary to strengthen the construction of the organizational mechanism of medical universities, provide them with guarantees and training according to the characteristics of teachers of different teaching ages, and comprehensively improve teachers' affective literacy from the inside out. Secondly, teachers should design clear progressive goals and content systems of affective education, constructing an evaluation system of affective education in the experiential teaching method.
在高等教育以学生为中心的现代教学环境中，情感领域对医学生的全面发展和医学教育的可持续发展具有重要价值。然而，在我国医学专业的教学实践中，仍存在注重知识教学而忽视情感教育的现象。相较于情感领域，教师往往更关注专业知识和技能的学习。本文调查了医学院校师生对情感教育的态度和评价，分析了医学专业情感教育教学的现状和问题，从医学教师的角度探讨了将情感领域与医学专业相结合的路径。
采用问卷调查法对全国的医学教师和学生进行调查，使用自编的教师量表和学生量表，通过在线免费工具“问卷星”获取他们对情感领域教学各个维度的评价。采用描述性统计和多元回归分析方法对数据进行分析，以探讨情感教育中的障碍以及影响情感教育效果的因素。
共调查了 523 名医学教师和 3268 名医学学生，根据问卷数据分析结果，不同年级的学生在情感教育的各个维度上存在需求差异，目前开展情感教育的我国医学教师面临情感教育目标定位和解读不清晰、教学方法中缺乏情感体验、缺乏情感教育评价规范、情感培养缺乏连续性和递进性、学校组织机制有待完善等问题。
针对上述问题提出了一些建议。首先，要加强医科院校的组织机制建设，根据不同教龄教师的特点，为他们提供保障和培训，从内而外地全面提高教师的情感素养。其次，教师应设计明确的递进式情感教育目标和内容体系，在体验式教学方法中构建情感教育评价体系。
