Research On The Effectiveness Of Integrating Medical Humanities Into Clinical Practice Teaching

AimsClinical practice teaching plays a very important role in training qualifiedmedical talents. By analyzing its current and the demand of teachers-students-patientsin affiliated hospital,we integrate medical humanities into traditional clinical practiceteaching. So that patients actively cooperate with clinical teaching, medical students’clinical practice productively, clinical teachers improve the teaching level, to improvethe quality of medical education, training to adapt to today’s environment ofhigh-quality medical services personnel.MethodsThrough questionnaire and expert interviews,we recognize and analyze thecurrent situation of clinical practice teaching,and then integrate medical humanitiesinto traditional clinical practice teaching on a trial basis. By researching andanalysing the evaluation of clinical teachers’ and medical students’, we can providethe basis for exploring the clinical practice teaching reform.A questionnaire survey was conducted randomly to clinical teachers, medicalstudents and patients on clinical practice teaching methods from six AffiliatedHospital in Nanjing. Questionnaires for teachers,students and patientswere designedrespectively,with the majority close-ended questions and a few number ofopen-ended questions.Inspectors were trained before the survey to uniform the surveystandards.On the analysis of questionnaire and expert interviews the clinical combinedwith interviews with experts recommended on new clinical practice teaching methodsin three Affiliated Hospital of Njmu.Using questionnaire to evaluation form at theend of each clinical teaching activities, teaching program effectiveness evaluation. Results1.Current conditions and teacher-student–patient Demand Survey ResultsThe survey shows that38.70%students and50.00%teachers think that teachingrounds reflects medical ethics best. Analyze the reasons for poor results:57.20%students do not take the initiative; tension between doctors and patientsaccounted for49.67%.74.80%Patients often do not fit the bed technical operationand surgical.81.78%patients asked about her condition to help understand thedisease and related information.56.44%Patients considered that teaching roundswere helpful for them.However, the effect of the implementation of clinical practiceteaching activities is not very good, mainly manifested in the patient refused and donot match the tension in the doctor-patient relationship, the students do not take theinitiative, clinical teachers do not attach importance to the management of clinicalteaching weak.Demand survey shows that teachers who established a good relationship withpatients accounted for96.40%; understood the patient’s psychological and socialconditions accounted for97.60%;cared for mental accounted for98.40%; increasedin the doctor-patient relationship and regulations and ethical content accounts for97.60%.98.40%Students increase teachers’ humanistic quality of the evaluationcontent. Almost all patients hope to establish good interpersonal relationships witheach other; will to psychological and medical care households accounted for96.00%.93.33%patients hope that students shoud tell them voluntarily.2. Results of the comparison of old and new teaching methodsTraditional clinical teaching methods were teacher-led and task-centeredclinical teaching. The new methods followed the biological-psychological-socialmedical model,which integrated medical humanities into the clinical practiceteaching.The integration of psychological and social factors, the initial informedconsent, the whole process of doctor-patient communication and the whole process ofhuman care, the teachers clinical manifestations of humanities were principal featureof the new program.3. New methods in clinical practice teaching survey resultsAlmost all teachers thought it is feasible to increase the patient psychological,economic, family, occupation and other factors in preparing lesson plans.94.44% believe that a moderate to explain the disease and treatment, to avoid adverseoutcomes, to avoid increasing the psychological burden of patients.More than90.52%teachers and students joint participation in clinical teachingactivities, and achieved good results.97.01%considered active care of patientsbefore teaching activities, establish a good relationship better.95.81%think thattrainee teachers explain to students were consolidated situation on good teachingeffect.96.69%think that teachers understand students’ clinical competency, thenconsider giving appropriate action opportunities.98.80%believe that patients alwayspay attention to the process of teaching experience, give comfort and encouragementtimely and appropriate to explain the disease to protect patient privacy effect on thequality of teaching is good. Almost all students in the teaching activities in the lessonplans that end, and thanks to patients.Teachers’ humanistic quality results showed that all teachers groomed, withgood style and image; caught for patients, and guided students to communicate withpatients.97.42%teachers asked students to introduce patient psychosocial situation.94.83%teachers skilled medical examination and operated specifications, in front ofthe patient appropriate to guide students.95.69%students believed that teachers canguide students to ask all kinds of questions, to stimulate their interest in learning.ConclusionsIn clinical practice teaching activities, according to the conditions and needs ofmedical humanities research,the new program finance psychosocial factors, the initialinformed consent, the whole process of doctor-patient communication, the wholeprocess of human care to evaluate the clinical performance characteristics of teachersof medical humanities into the traditional clinical teaching method, so that clinicalteaching process can effectively reflect the humane care and promote goodcommunication between doctors and patients, compliance with relevant laws andregulations, to promote active learning and improve the quality of clinical teaching.