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医学人文教育对医学生和医疗保健专业人员同理心的影响：系统评价和荟萃分析。

Educational efficacy of medical humanities in empathy of medical students and healthcare professionals: a systematic review and meta-analysis.

机构信息

School of Mangement, Shanxi Medical University, TaiYuan, 030001, China.

Shanxi Cardiovascular Disease Hospital, TaiYuan, 030024, China.

出版信息

BMC Med Educ. 2023 Dec 6;23(1):925. doi: 10.1186/s12909-023-04932-8.

DOI:10.1186/s12909-023-04932-8
PMID:38057775
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC10698992/
Abstract

BACKGROUND

Medical humanities education is an important part of medical education. The purpose of this study was to determine the effectiveness of medical humanities in improving empathy among medical students and healthcare professionals.

METHODS

PubMed, Embase, EBSCO-ERIC, Web of Science were searched systematically for studies in the English language. The last retrieval date is May 1, 2023. Best Evidence Medical Education (BEME) Global Rating Scale and Kirkpatrick-based results were used to evaluate the quality of literature. In this study, a meta-analysis of continuous data was conducted.

RESULTS

The pooled results by single-arm test meta-analysis showed a benefit with medical humanities programs in empathy (SMD 1.33; 95% CI 0.69-1.96). For single-arm trials of medical humanities program interventions of less than 4 months, 4 months to 12 months, and more than one year, the standardized mean differences(SMD) between post-test and pre-test were 1.74 (P < 0.05), 1.26 (P < 0.05), and 0.13 (P = 0.46), respectively. The results showed a significant difference in the effect of medical humanities programs on male and female empathy (SMD - 1.10; 95% CI -2.08 - -0.13). The SMDs for the study of course, the course combined reflective writing, and the course combined reflective writing and practice as intervention modalities for medical humanities programs were 1.15 (P < 0.05), 1.64 (P < 0.05), and 1.50 (P < 0.05), respectively.

CONCLUSION

Medical humanities programs as a whole can improve the empathy of medical students and health professionals. However, different intervention durations and different intervention methods produce different intervention effects.

摘要

背景

医学人文学教育是医学教育的重要组成部分。本研究旨在确定医学人文学在提高医学生和医疗保健专业人员同理心方面的效果。

方法

系统检索了英文文献中的 PubMed、Embase、EBSCO-ERIC、Web of Science。最后检索日期为 2023 年 5 月 1 日。采用最佳证据医学教育（BEME）全球评价量表和基于柯克帕特里克的结果来评价文献质量。本研究对连续数据进行了荟萃分析。

结果

单项测试荟萃分析的汇总结果显示，医学人文学课程在同理心方面有获益（SMD 1.33；95%CI 0.69-1.96）。对于医学人文课程干预少于 4 个月、4 个月至 12 个月和超过 1 年的单项试验，后测与前测的标准化均数差（SMD）分别为 1.74（P<0.05）、1.26（P<0.05）和 0.13（P=0.46）。结果表明，医学人文课程对男性和女性同理心的影响存在显著差异（SMD-1.10；95%CI-2.08--0.13）。课程、课程结合反思性写作和课程结合反思性写作和实践作为医学人文学课程干预模式的 SMD 分别为 1.15（P<0.05）、1.64（P<0.05）和 1.50（P<0.05）。

结论

医学人文课程整体上可以提高医学生和卫生专业人员的同理心。然而，不同的干预持续时间和不同的干预方法产生不同的干预效果。

https://cdn.ncbi.nlm.nih.gov/pmc/blobs/1a95/10698992/ead1f993f69b/12909_2023_4932_Fig5_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/1a95/10698992/4a2b3982f4de/12909_2023_4932_Fig1_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/1a95/10698992/ad4fc511c4b9/12909_2023_4932_Fig2_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/1a95/10698992/d69c443bf0da/12909_2023_4932_Fig3_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/1a95/10698992/f2240d5a108a/12909_2023_4932_Fig4_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/1a95/10698992/ead1f993f69b/12909_2023_4932_Fig5_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/1a95/10698992/4a2b3982f4de/12909_2023_4932_Fig1_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/1a95/10698992/ad4fc511c4b9/12909_2023_4932_Fig2_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/1a95/10698992/d69c443bf0da/12909_2023_4932_Fig3_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/1a95/10698992/f2240d5a108a/12909_2023_4932_Fig4_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/1a95/10698992/ead1f993f69b/12909_2023_4932_Fig5_HTML.jpg

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