谈加强医学生的医德医风教育

全面推行素质教育已成为我国教育改革和发展的主旋律。作为医学院校,加强对医学生的医德医风教育,显得尤为重要。首先,必须充分认识其重要性。其次,必须抓好几个主要环节：入学教育环节,基础医学教育环节,专业课教育环节,临床实习教育环节,毕业教育环节。两次,必须充实更新医德医风教育的内容,加强传统医德、廉洁行医、无私奉献、法律法规教育等,提高医学生的思想道德素质。     

加强对临床实习阶段医学生的职业道德培养

大学生职业道德培养是高等院校的重要教学任务,医学生担负着将来救死扶伤的重任,对其的职业道德培养教育尤为重要.临床教学是医学生教育生涯中的重要环节,是加强医德医风建设、提升职业修养的关键阶段.医学生在临床实习阶段是医学生职业道德培养的关键环节.对临床实习阶段职业道德培养有利于高校对医学生培养方案的改革和医学生的健康成长,有利于国家公共卫生事业的发展,有利于社会和谐稳定和民族团结.     

血液内科临床教学中的经验与思考

探讨血液病临床教学问题.血液病学是一门专科性很强的临床学科,实习医生学习血液病学缺乏主动性及积极性.为提高血液内科临床实习教学水平,应从培养医学生学习血液疾病的主动性及临床思维能力、加强血液内科专科临床技能培训、强化医学生医患沟通能力、医德医风及职业道德教育等方面加强临床教学.     

在妇产科教学中渗透职业道德教育培养高素质医学人才的方法初探

职业道德教育是学生教育的重要组成部分,对于高素质医学生的培养尤为重要.在临床医学专业教师教学过程中,通过理论课、实验课、见习、实习等途径渗透职业道德教育,使学生在获得专业知识的同时,提高职业道德素养,有助于培养既有专业技能又有良好医德医风的新一代医学生.     

怎样在骨科实习中夯实基础

目的 从医学实习生的角度,探讨了临床实习方法,以提高医学生的实习效率.方法 结合骨科实习的临床特点,并结合自身经验,对骨科实习中夯实基础内容的方法进行总结.结果 临床医学实习生应以三基训练为基础,提高临床基本功;加强医患交流,培养医德医风,遵循医学伦理;坚持文献阅读,拓展临床思维,把握实习的机会,高标准,严要求.结论 本文站在实习生的角度,总结的要点为骨科实习生提供了借鉴,具有一定的现实意义.     

多元文化背景下的医学生职业道德教育的实践与探索

文化多元化背景下,不同文化之间的磨擦、碰撞和对医学职业道德教育的持续健康发展构成了严峻挑战.加强主流文化价值观教育,务实医德的根基；秉持“以人为本”的道德教育理念,坚持一元导向多元渗透的统一.目的:在医学生中开展长效的职业道德教育,是医学职业本身所赋予的责任和使命.方法:实习医院利用多元文化对实习医学生进行医德培养[1]和引导教育,使课堂教育和现实教育有机结合,具有针对性,深入学生的心灵.结果:让实习医学生对良好医德有更高层次的理解,树立他们高尚的道德情操,培养强烈的责任感和上进心,对培养技术精湛、医德高尚的医学接班人具有重要意义.结论:通过分析当前道德教育所面临的机遇和挑战,提出了文化多元化背景下医学生职业道德教育的思路与对策.     

对学生进行晚会教育的体会

通过对口腔临床实习学生进行晚会教育,培养学生学习和应用信息的能力,提高了学生临床实践能力,减少医疗纠纷的发生,防范医疗事故。教育内容包括期刊杂志教育、专题讲座、个案报道、医德医风和医患关系教育、病历讨论及总结等系统教育。     

高职高专实习医学生医德现状的调查与分析

当前,对实习医学生医德的培养教育工作,主流应该予以肯定。但是仍然存在一些问题,如医院对医德教育不重视;对实习生管理和考核比较松弛;医务人员榜样示范作用有待提高;医德考核机制形式化。这就需要带教老师主动培养医学生的崇高医德;开展医德讲座,树立医德模范;建立学校和医院为一体的严格的医德评价体系。     

浅谈骨科临床带教的体会

骨科是一门实践性很强的学科,而如何让医学生把所学到的理论和临床相结合就显得尤为重要。本文主要探讨骨科临床带教的体会,除了系统的进行临床专业知识的带教工作外,同时也强调了医德医风教育及防范医疗纠纷知识的讲授。     

教学医院医患关系与医德医风评价研析

目的调查医护人员医德自我评价和患者对医护人员医德评价。方／法对某教学医院306名患者、266名医护人员进行问卷调查,调查信息通过Epidata录入,使用SPSS13．0软件进行统计描述和分析。结果在医护人员的服务态度、医护人员对患者需求的反应、尊重患者的知情同意权、医药费用问题、患者的信任、医患沟通等方面存在差异。结论主要从以下几方面进行改善：完善医德医风管理制度：提高医护人员整体素质：注重对医学生医德信念的培养;转变医德医风的教育方式：提高医务人员的待遇。     

医学生医疗职业风险教育现状及必要性分析

分析了医学生医疗职业风险教育的现状．阐述了加强医学生医疗职业风险教育的必要性．提出了通过职业道德的学习、国家政策及法律法规的学习、构建医学生医疗职业风险教育体系等建议。     

医学生心理健康状况及个性特征调查

目的：进一步探讨医学生心理问题及其对策。方法：采用分层整群抽样抽取本校医学生470人进行症状自评量表和艾森克问卷测试,对测试结果与全国常模进行比较,还对医学生心理健康状态和个性特征进行了相关分析。结果：医学生心理健康状况明显差于全国常模,医学生心理健康状况与个性特征有关。结论：医学院校应积极开展心理卫生教育工作,加强思想教育。心理卫生与思想教育应有机结合起来,而不是相互独立,这样才能有效地改善医学生心理健康状况,提高心理素质。     

Virtue in Medical Practice: An Exploratory Study

Virtue ethics has long provided fruitful resources for the study of issues in medical ethics. In particular, study of the moral virtues of the good doctor—like kindness, fairness and good judgement—have provided insights into the nature of medical professionalism and the ethical demands on the medical practitioner as a moral person. Today, a substantial literature exists exploring the virtues in medical practice and many commentators advocate an emphasis on the inculcation of the virtues of good medical practice in medical education and throughout the medical career. However, until very recently, no empirical studies have attempted to investigate which virtues, in particular, medical doctors and medical students tend to have or not to have, nor how these virtues influence how they think about or practise medicine. The question of what virtuous medical practice is, is vast and, as we have written elsewhere, the question of how to study doctors’ moral character is fraught with difficulty. In this paper, we report the results of a first-of-a-kind study that attempted to explore these issues at three medical schools (and associated practice regions) in the United Kingdom. We identify which character traits are important in the good doctor in the opinion of medical students and doctors and identify which virtues they say of themselves they possess and do not possess. Moreover, we identify how thinking about the virtues contributes to doctors’ and medical students’ thinking about common moral dilemmas in medicine. In ending, we remark on the implications for medical education.     

浅析医学伦理学教育的目标和方法

医学伦理教育的缺失主要表现为医学生的个人中心主义、利己主义思想和行为的存在,以及道德责任感和"敬畏生命"的伦理意识的缺乏。作者通过中外医学院校医学伦理学课程的产生时间、教学目的、课程设置三方面的对比,以及对上海市五家医学院校在校生的问卷调查讨论医学伦理学教育对医学教育的指导及意义。     

试论社会主义核心价值体系下的医学生职业价值观教育

社会主义核心价值观体系下,加强医学生职业价值观教育、培养医学生良好的职业道德,是当前形势下加强医学生思想政治教育的重要内容之一。文章通过对加强医学生职业价值观教育的意义进行论证分析,提出加强医学生职业价值观教育的建议。     

电子病历应用中存在的问题与对策

文章针对电子病历应用中存在的责任心不强、职业道德观念淡薄、业务水平低下,违规违章操作、教育与培训不到位和规章制度不健全等问题,从加强对电子病历相关知识的培训,建立健全质量监督检查机制和质量管理机制、加强职业道德教育、树立高尚的医德医风等方面探讨了规范应用的对策。     

Medical education: how is change to come about?†

The challenge to medical education as we enter the last decade of the century and face the next millenium is how to utilize the new knowledge of human learning to train medical students in applying the fruits of rapidly advancing science and technology to the moral imperative of fulfilling social needs. To bring about the reforms defined in the Edinburgh Declaration, adopted as globally applicable by the World Conference on Medical Education, intrinsic and extrinsic elements must act in synergy. The intrinsic elements are teachers, students and institutional frameworks; the extrinsic elements political will, administrative commitment and societal pressure. In the developing world, while there is much that medical schools themselves can do through intrinsic changes, their dependence on government support is so pervasive that such government support becomes an essential prerequisite for change. The creation of a cohesive organizational framework involving health and education ministries, the academic sector and professional bodies for a systematic and continuing study of medical education and for inducing and sustaining change are essential to facilitate the change process.     

Medical Practice as Characterised by Beginning Medical Students

What does medical practice mean to students entering undergraduate medical education? What do these students see as central to the work of a medical doctor? What do they regard as difficult challenges they are likely to face in medical practice? What implications do their perspectives on these questions have for medical education?In the qualitative research study reported in this article, students beginning undergraduate medical education characterised medical practice in a variety of ways. In brief, they characterised medical practice as: (a) helping or saving; (b) diagnosing or treating using required procedures; (c) locating the problem and informing the patient; (d) while diagnosing and treating, interacting in a supportive way; (e) seeking a way forward together; or (f) enabling the patient to better deal with his or her life situation. Some differences based on gender and method of admission to medical education are noted.Implications for medical education include the need to address: variation in characterising medical practice; ways in which medical knowledge and medical care are viewed; non-biomedical aspects as mainstream in the medical curriculum; concerns about difficult human encounters in medical practice; and development of professional identity.     

谈医学生情感教育

目的探讨情感教育对当代医学生教育的重要性。方法通过分析目前医学生情感教育存在的问题,建议从情感教育入手,加强医学生的道德素质教育,建立完善的医学生情感教育体系,并对医学院校的教师提出了相应的素质要求。结果情感教育对帮助医学生在求学过程中获得良好的社会适应能力可能有一定的帮助。结论高等医学院校医学生的情感教育是适应科技进步和社会发展的需要,作为高校教育工作者任重道远。