Robinson G E, Stewart D E
Department of Psychiatry, Toronto Hospital, Ontario, Canada.
CMAJ. 1996 Apr 1;154(7):1021-5.
Medical educators have become increasingly aware of the need for health care professionals to receive more training about the causes and consequences of physician-patient sexual misconduct and teacher-learner mistreatment and harassment. A curriculum in use at the University of Toronto includes a didactic component, consisting of lectures, and an experiential component, consisting of a workshop. This article concerns how, by discussing case vignettes designed to illustrate salient points, the participants have an opportunity to consider their responses in actual clinical and teaching situations. Evaluation of the course by 373 participants shows that the curriculum is considered acceptable and is likely to be of benefit. Of the course participants, 54% (15/28) of those attending the course for faculty and 39% (133/345) of those at subsequent courses stated that they would change their clinical and teaching practices in positive ways as a result of attending. A further 38% (130/345) stated that they already practised in a manner congruent with the model discussed.
医学教育工作者越来越意识到，医疗保健专业人员需要接受更多关于医患性行为不端以及教师与学生间虐待和骚扰的原因及后果的培训。多伦多大学正在使用的一门课程包括一个理论部分（由讲座组成）和一个实践部分（由研讨会组成）。本文关注的是，通过讨论旨在阐明要点的案例 vignettes，参与者如何有机会思考他们在实际临床和教学情境中的应对方式。373 名参与者对该课程的评估表明，该课程被认为是可以接受的，并且可能会有所帮助。在课程参与者中，参加教师课程的人员中有 54%（15/28），后续课程的人员中有 39%（133/345）表示，参加课程后他们会以积极的方式改变自己的临床和教学实践。另有 38%（130/345）表示他们已经以与所讨论的模式相符的方式进行实践。
