By reviewing the current status of chronic pain and combining with the new definition of pain revised by the International Association for the Study of Pain in 2020, firstly a prevention-based approach, self-management of pain, and multidisciplinary collaboration based on the integration of bio-psycho-social-environmental factors is proposed. The medical mode will greatly improve the treatment effect of chronic pain and the quality of life of patients. Secondly, the importance of strengthening humanistic care and paying attention to health education, as well as improving medical staff’s awareness of chronic pain and the level of diagnosis and treatment are pointed out. Finally, it is clarified that innovative non-drug treatments and the establishment of digital pain management platforms are the future of chronic pain.
醫學人文教育是突顯醫學人文價值和實現醫學宗旨的根本。本文針對目前醫學人文教育的現狀，提出應從提高教師隊伍人文素養、用人文精神培育學生、培養醫學生職業意識三方面著手，加強醫學生人文精神的培養，為社會輸送符合時代要求的復合型醫學人才。
Objective To optimize the medical humanities training course in postgraduate medical education. Methods From 2018 to 2020, based on instructional system design (ISD) model of the “analyze-design-exploit-implement-assess” 5 steps, the current situation and existing problems were analyzed through literature review, and the postgraduate trainees’ cognitions and demands for the training course were surveyed. According to the content of the questionnaire, the curriculum was designed and implemented, and the curriculum satisfaction survey was conducted. Results A total of 532 postgraduate trainees participated in the cognitions and demands questionnaire survey, and the postgraduate trainees had high demands for humanistic training courses (88.53%). A total of 827 postgraduate trainees participated in the curriculum satisfaction survey. The trainees’ satisfaction to the training courses was more than 90%. Conclusion The medical humanities training courses based on ISD model get good results, which can provide a useful reference for the curriculum design of medical humanities education in each stage.
ObjectiveTo set up the evaluation form for classroom teaching quality in nursing humanities concern education, in order to conduct the evaluation on nursing teachers in their teaching of humanistic concern in their nursing class teaching. MethodsWe applied the Delphi approach to consult 16 nursing experts to screen the evaluation indicators combining with the method of dispersion degree. Analytic hierarchy process was carried out to determine the indicator weight to establish the evaluation form. Then we used the form to investigate a small sample of 37 nursing teachers. According to the test results, we checked the reliability and validity of the evaluation form. ResultsThe evaluation form was finally determined. It consisted of five level-1 indicators as well as 23 level-2 indicators. The results of Cranach's α showed that the internal consistency reliability and sensitivity of the evaluation form were very high. The results of Spearman correlation analysis showed that the construction of the evaluation form was quite reasonable. The results of factor analysis showed that the discriminant validity of the evaluation form was quite good. ConclusionThe evaluation form is true, credible and reasonably built. It may be used for self-assessment by the teachers, mutual evaluation as well as evaluation of teachers by leaders or experts for the assessment of humanistic teaching in nursing classes.
Objective To understand the effect and influencing factors of humanistic care on improving the experience of inpatients. Methods Patients were collected from a third grade class A women’s and children’s hospital in June 2015 and June 2016, and their satisfaction was investigated by a third party. The service items of Inpatients Satisfaction Item Score Table in 2015 were analyzed. Appropriate intervention measures were taken to low-score items, such as humanistic knowledge training to all medical staff, improvement health guidelines, implementation of recycling process, carrying out high quality nursing interventions, and so on. The patients satisfaction survey results in 2016 were compared with those of 2015. Results In 2016, the total satisfaction rate (89.94%), and the average score of items ranked the top three (94.64±0.14), including the level of medical technology, medical ethics and the overall evaluation of doctor’s professional ehtics, medical communication and service attitude, were higher than those of 2015 (85.25, 90.86±1.53). The average score of items ranked the last three (89.25±9.21), including hospital ward, hospital environment (clean, quiet and safe), hospital meals and room service, and hospital food quality, was higher than that of 2015 (78.64±2.40). However, compared with the same period in the last year, the rank of hospital environment fell by two places. Conclusions Hardware conditions like physical environment have an important impact on the experience of hospital patients. However, ?humanistic care is the key factor to improve the patients’ inpatient experience and satisfaction.
ObjectiveTo explore the present national status of diagnostic teaching as well as to investigate the opinions on teaching operation such as overall course planning, so as to provide references for the formulation of national diagnostic teaching standard in the future.MethodsSelf-made questionnaires were adopted to carry out an anonymous survey among the teachers from 50 different medical colleges and universities who worked on diagnostic teaching throughout the country from October 2016 to September 2017.ResultsA total of 100 teachers were investigated. The diagnostic teaching departments where 59 respondents worked in were formed by a few fixed teachers plus teachers in rotation. The requirement of rotation time as well as the setting up of lecture-internship ratio in each school were quite various. Forty-seven respondents agreed that the ideal lecture-internship ratio should be internship more than lecture. As for the instruments of clinical skill room, only 40% of the respondents agreed that their diagnostic departments were equipped with a steady standardized patient (SP) team, which was also the reason why SP teaching was the least utilized teaching method during internship (47%). The respondents had various opinions on whether the final exam should weigh more than 50% in the subject score. Above these, the planning and expectations of the respondents on diagnostic course were mostly in consensus.ConclusionsThe development of diagnostic course including teaching staff, teaching content and teaching condition, etc. among each medical colleges and universities was not balanced. It’s quite necessary to formulate a unified and reasonable standard to normalize the teaching staff constitution, teaching planning and set-up as well as teaching condition so as to guarantee the teaching quality.
ObjectiveTo construct a structural equation model of the mechanism of the role of medical humanities literacy in job competency and to conduct empirical analysis to verify the supporting role of medical humanities literacy in cultivating job competency. MethodsLiterature research was conducted to select the initial indicator system for medical humanities literacy and job competency, and then a conceptual model was constructed. Questionnaire data from four hospitals in Chengdu were collected. Through exploratory factor analysis, an indicator system for medical humanities literacy and job competency more suitable for the research population was obtained and the conceptual model was adjusted. Finally, the positive mechanism of medical humanities literacy on job competency was verified using confirmatory factor analysis (structural equation model). ResultsThe Cronbach's alpha coefficient of the overall questionnaire involved in the exploratory and confirmatory factor analyses was greater than 0.9, and the KMO values of the questionnaire were greater than 0.8, with a Bartlett's sphericity test P value less than 0.01, indicating good reliability and validity of the questionnaire. The model fit of the structural equation model met the requirements, with a chi-square degree of freedom ratio (CMIN/df) of 2.768, root mean square error of approximation (RMSEA) of 0.077, comparative fit index (CFI) of 0.891, normalized fit index (NFI) of 0.840, and incremental fit index (IFI) of 0.891. ConclusionThe improvement of individual characteristics in job competency is mainly influenced by medical humanities knowledge and spirit. The improvement of cognitive characteristics in job competency is mainly influenced by medical humanities knowledge and ability. The improvement of achievement characteristics in job competency is mainly influenced by medical humanities ability and spirit. The improvement of management characteristics in job competency is mainly influenced by medical humanities spirit.