Barnard D, Dayringer R, Cassel C K
Department of Humanities, Pennsylvania State University College of Medicine, Milton S. Hershey Medical Center, Hershey 17033, USA.
Acad Med. 1995 Sep;70(9):806-13.
The role of religious studies in the medical curriculum derives from three important aspects of people's engagement with religious belief and practice. These are (1) religion as a source of meaning, (2) religion as a source and framework for values, and (3) religion as an outstanding context for the appreciation of human diversity. By offering separate religious studies courses, or by introducing religious themes and content into students' other learning experiences, the curriculum can foster the student's respect for the individuality of the patient in his or her cultural context; heighten the student's awareness of the patient's--and his or her own--beliefs, values, and faith as resources for dealing with illness, suffering, and death; help students address any of the myriad value-laden aspects of everyday living that are part of the context of many doctor-patient encounters; and strengthen the student's commitment to a person-centered medicine that emphasizes the care of the suffering person rather than the biology of disease. The authors discuss the strengths and limitations of several settings for the teaching of religious issues in medicine, and suggest specific pedagogical approaches, readings, and resources.
宗教研究在医学课程中的作用源于人们与宗教信仰及实践互动的三个重要方面。这些方面包括：（1）宗教作为意义的源泉；（2）宗教作为价值观的源泉和框架；（3）宗教作为理解人类多样性的显著背景。通过开设单独的宗教研究课程，或将宗教主题和内容融入学生的其他学习体验中，课程可以培养学生在其文化背景下对患者个性的尊重；提高学生对患者及其自身的信念、价值观和信仰作为应对疾病、痛苦和死亡资源的认识；帮助学生处理日常医疗中诸多充满价值判断的方面，这些方面是许多医患互动情境的一部分；并强化学生对以患者为中心的医学的认同，这种医学强调对受苦之人的关怀而非疾病的生物学特征。作者讨论了医学中宗教问题教学几种方式的优势与局限，并提出了具体的教学方法、阅读材料和资源。
