Developing a Medical School Curriculum for Psychological, Moral, and Spiritual Wellness: Student and Faculty Perspectives.
Developing a Medical School Curriculum for Psychological, Moral, and Spiritual Wellness: Student and Faculty Perspectives.
复制标题
DOI：
10.1016/j.jpainsymman.2016.05.018
复制
发表时间：
2016-11
影响因子：
4.7
通讯作者：
Balboni MJ
中科院分区：
文献类型：
--
作者：
Mitchell CM;Epstein-Peterson ZD;Bandini J;Amobi A;Cahill J;Enzinger A;Noveroske S;Peteet J;Balboni T;Balboni MJ
尽管许多研究涉及将宗教和/或灵性课程纳入医学院培训，但很少有研究描述基于学生和教师的定性数据的课程开发过程。摘要本研究旨在探讨医学生和牧师学员对课程发展的看法，以促进对关怀危重病人的道德和精神层面的反思，并训练学生在自我护理实践中促进专业精神。研究人员进行了半抄写和一对一的访谈和焦点小组。受访者还完成了一份简短的自我报告的人口调查问卷。参与者包括来自哈佛医学院和哈佛神学院的44名学生和教职员工，特别是接受过牧师培训的高年级医学生和神学院学生。两个主要的定性主题出现了：课程形式和课程内容。量表间信度高（kappa = 0.75）。在课程形式方面，大多数参与者支持纵向课程、选修课程和体验课程。关于课程内容，出现了五个子主题：个人宗教和/或精神（R/S）成长，R/S价值观的专业整合，解决患者需求，卫生保健系统内的结构和/或制度动态，以及有争议的社会问题。本研究的定性结果表明，未来医学院关于R/S和健康的课程应该是选修的、纵向的和经验的，并且应该关注R/S价值观与自我、病人和医疗团队中的自我护理实践的影响和整合。未来有必要研究这些课程一旦实施后的效果。
Although many studies have addressed the integration of a religion and/or spirituality curriculum into medical school training, few describe the process of curriculum development based on qualitative data from students and faculty. The aim of this study is to explore the perspectives of medical students and chaplaincy trainees regarding the development of a curriculum to facilitate reflection on moral and spiritual dimensions of caring for the critically ill and to train students in self-care practices that promote professionalism. Research staff conducted semiscripted and one-on-one interviews and focus groups. Respondents also completed a short and self-reported demographic questionnaire. Participants included 44 students and faculty members from Harvard Medical School and Harvard Divinity School, specifically senior medical students and divinity school students who have undergone chaplaincy training. Two major qualitative themes emerged: curriculum format and curriculum content. Inter-rater reliability was high (kappa = 0.75). With regard to curriculum format, most participants supported the curriculum being longitudinal, elective, and experiential. With regard to curriculum content, five subthemes emerged: personal religious and/or spiritual (R/S) growth, professional integration of R/S values, addressing patient needs, structural and/or institutional dynamics within the health care system, and controversial social issues. Qualitative findings of this study suggest that development of a future medical school curriculum on R/S and wellness should be elective, longitudinal, and experiential and should focus on the impact and integration of R/S values and self-care practices within self, care for patients, and the medical team. Future research is necessary to study the efficacy of these curricula once implemented.