Radiography and Diagnostic Imaging, School of Medicine, University College, Ireland.
Center for Teaching and Learning, Central European University, Vienna, Austria.
J Med Imaging Radiat Sci. 2023 Jun;54(2):238-246. doi: 10.1016/j.jmir.2023.02.014. Epub 2023 Apr 8.
According to the World Health Organization (WHO), health professionals maintain the health of citizens through evidence-based medicine and caring. Students enroled in health professional programmes are required to have successfully attained all core learning outcomes by reaching key milestones throughout the course of their studies, demonstrating they have developed the required graduate skills and attributes upon completion of the programme. While some of the knowledge, skills and competencies that make up these learning outcomes are very discipline specific, there are more general professional skills across all disciplines which are difficult to define, such as empathy, emotional intelligence and interprofessional skills. These are at the heart of all health professional programmes that once defined, can be mapped through curricula and further evaluated. Literature will be presented on these three professional skills: empathy, emotional intelligence, and interprofessional skills, based on studies that focussed primarily in health professional programmes and highlight some of the key findings and issues at undergraduate and postgraduate levels. The paper will present the need for these skills to be defined and then mapped through curricula so that students are better supported in their professional development. Empathy, emotional intelligence and interprofessional skills transcend the discipline specific skills and as such it is important that all educators consider how best these may be fostered. Efforts should also be made to further the integration of these professional skills within curricula to produce health professionals with an enhanced focus on person-centred care.
根据世界卫生组织 (WHO) 的说法，卫生专业人员通过循证医学和关爱来维护公民的健康。注册健康专业课程的学生必须在整个学习过程中通过达到关键里程碑成功实现所有核心学习成果，展示他们在完成课程后已发展出所需的研究生技能和属性。虽然构成这些学习成果的一些知识、技能和能力非常特定于学科，但所有学科都有更普遍的专业技能，这些技能很难定义，例如同理心、情绪智力和跨专业技能。这些是所有健康专业课程的核心，一旦定义，就可以通过课程进行映射，并进一步进行评估。本文将介绍这三种专业技能：同理心、情绪智力和跨专业技能，这些技能基于主要集中在健康专业课程上的研究，并强调本科和研究生阶段的一些关键发现和问题。本文将提出需要定义这些技能，并通过课程进行映射，以便更好地支持学生的专业发展。同理心、情绪智力和跨专业技能超越了特定学科的技能，因此所有教育者都应该考虑如何最好地培养这些技能。还应努力进一步将这些专业技能纳入课程中，以培养更加注重以患者为中心的医疗保健的卫生专业人员。
