12-临床能力的教学途径.pptVIP

Teaching Professionalism (2/4)教授专业素养 Content内容 Respect, altruism, integrity, honesty, compassion, empathy 尊敬，无私，正直，诚实，有同情心，有同理心 Setting环境 Clinical teaching临床教学 Case based teaching病例教学 Mentoring导师制 Role modeling角色榜样 Role plays and clinical vignettes 角色扮演和临床短剧 Teaching Professionalism (3/4)教授专业素养 Content内容 Ethics伦理 Setting环境 Clinical teaching临床教学 Case based teaching病例教学 Ethics Committee伦理委员会 Mentoring导师制 Role modeling角色榜样 Teaching Professionalism (4/4)教授专业素养 Content内容 Cultural Competence文化能力 Setting环境 Clinical teaching临床教学 Case based teaching病例教学 Interactive Workshops互动工作坊 Lecture/Conference/Seminar讲课/会议/研讨会 Institutional Initiatives制度创新 Role modeling角色榜样 Mentoring导师制 Professionalism专业素养 “…although matters of technical information and transmission of technical skills traditionally have been thought to lie at the heart of the medical educational system, medical training is a process of moral enculturation, and… in training normative rules regarding behavior and emotions to its trainees, the medical school functions as a moral community.”尽管专业信息的内容和专业技术的传递通常被认为位于医学教育系统的核心，但实际上医学培训是一种道德同化的过程，并且.......在培训规范原则时，考虑到接受培训者的行为、情绪，医学院校起着一个道德社会的作用。 Hafferty FW. Beyond curriculum reform: confronting medicine’s hidden curriculum. Acad Med 1998; 73:403-407 Professionalism专业素养 Rules of appropriate and effective behavior are rapidly learned by watching those with influence.通过观察那些有影响力的人，可以很快学到合适的和有效的行为原则。 Therefore, we are teaching far more than we know… especially on the development of medical professionalism.因此，我们所教的远远超过我们知道的......尤其在医学专业素养的发展过程中。 Kenny NP, et al. Role modeling in physicians’ professional formation… Acad Med 2003; 78:1203-1210. Professionalism专业素养 Exposure to nonprofessional situations leads to ethical erosion: 处于没有专业素养的环境中可导致道德伤害： 98% of medical students report of hearing physicians speak in a derogatory manner about their patients. 98%的医学生报告说听到医生以一种贬损的方式谈及他们的病人。 61% of medical students report of unethical behavior by health care professionals. 61%的医学生报告说医