Developmental Life of the Medical Student: Curriculum Considerations
Developmental Life of the Medical Student: Curriculum Considerations
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医学生的发展生活：课程考虑
DOI：
10.1007/s40596-014-0182-z
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发表时间：
2015
影响因子：
2.5
通讯作者：
D. Lipsitt
中科院分区：
文献类型：
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作者：
D. Lipsitt
很少有医学教育家会质疑医学生的情感发展和健康对于成为医生的道路至关重要。有人认为，未能解决医学教育的这一方面问题可能会导致医学院内外的各种健康问题和损害程度。一些作者认为，学生的个人发展和“职业化”是通过建模、医学院“文化”和“隐藏课程”来实现的。认识到这种方法的随机性、不完整性或不足，已经做出了许多尝试来解决医学教育的这一重要但困难的方面。然而，旨在促进自我反思和欣赏医患关系中的影响的项目往往仅限于选修课或不受教职员工的支持，因此达不到其目标。作者提出，基于生命周期理论类比（埃里克森或其他人）的教学框架提供了一个方案，在该方案中考虑医学课程中为促进自我意识、对自己和患者的情感的欣赏所做的努力，以及最大限度地减少疾病和损伤风险的环境。
Few medical educators would dispute that the emotional development and well being of the medical student is of critical importance in the pathway to physicianhood. It has been suggested that failure to address this aspect of medical education may account for various health problems and levels of impairment during medical school and beyond. Some authors have suggested that the personal development and “professionalization” of the student occurs through modeling, the medical school “culture,” and the “hidden curriculum.” In recognition of the randomness, incompleteness, or inadequacy of this approach, a number of attempts have been made to address this important but difficult dimension of medical education. However, programs designed to foster self-reflection and appreciation of affect in the physician–patient relationship are often limited as electives or unsupported by faculty and staff and therefore fall short of their objective. The author proposes that a pedagogical framework based on an analogy of life cycle theory (a la Erikson or others) offers a schema within which to consider efforts being made in medical curricula to promote self-awareness, appreciation of affect in oneself and one’s patients, and a context in which to minimize the risk of illness and impairment.