核心能力為導向，循證醫學為載體，終身學習為目的的醫學人才培養模式研究（二）——中美本科醫師職業精神教育現狀比較_《中國循證醫學雜志》

作者：

陳燕玲 , 鄭會賢 ,  陳進 , 李幼平

四川大學華西醫院循證醫學與臨床流行病學教研室（成都 610041）;

關鍵詞：

DOI：

10.7507/1672-2531.20100422

視頻：

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引用本文： 陳燕玲,鄭會賢,陳進,李幼平. 核心能力為導向，循證醫學為載體，終身學習為目的的醫學人才培養模式研究（二）——中美本科醫師職業精神教育現狀比較. 中國循證醫學雜志, 2010, 10(4): 433-436. doi: 10.7507/1672-2531.20100422 復制

1.	無. 新世紀的醫師專業精神——醫師宣言. 中國醫學倫理學, 2006, 19(6)：29-29,31.
2.	孫福川. 倫理精神: 醫學職業精神解讀及其再建設的核心話語. 中國醫學倫理學, 2006, 19(6): 13-17, 40.
3.	http://www.cmda.gov.cn/xiehuijieshao/guizhangzhidu/zhengcefagui/ 2009-05-13/228.html.
4.	Papadakis MA, Teherani A, Banach MA, et al. Disciplinary action by medical school boards and prior behavior in medical school. N Engl J Med, 2005, 353(25): 2673-2682.
5.	LCME. 2004. Founctions and structure of medical school: standards for accreditation of medical programs leading to the M.D. degree. Washington DC: Liaison Committee on Medical Education.
6.	Gibson DD, Coldwell LL, Kiewit SF. Creating a Culture of Professionalism: An Integrated Approach. Acad Med, 2000, 75(5): 509.
7.	Herbert M. Swick. Teaching professionalism in undergraduate medicaleducation. JAMA, 1999, 282(9): 830-832.
8.	Holly J. Humphrey, Kelly Smith, Shalini Reddy. Promoting an environment of rofessionalism: the university of chicago “roadmap”. Acad Med, 2007, 82(11): 1098-1107.
9.	Ginsburg S, Regehr G, Hatala R. Context, conflict, and resolution: a new conceptual framework for evaluating professionalism. Acad Med, 2000, 75(10 Suppl): S6-S11.
10.	陸金國, 林琦. 淺談我國醫學教育人文素質教育現狀及培養對策. 中醫藥導報, 2005, 11(8): 74-75.
11.	Christianson, C. E., R. B. McBride, et al. From traditional to patient- centered learning: curriculum change as an intervention for changing institutional culture and promoting professionalism in undergraduate medical education. Academic Medicine, 2007, 82(11): 1079-1088.
12.	Loeser H, Papadakis M. Promoting and Assessing Professionalism in the First Two Years of Medical School. Acad Med, 2000, 75(5): 509-510.
13.	Cohn, F., D. Lie, et al. Mediating the gap between the white coat ceremony and the ethics and professionalism curriculum. Academic Medicine, 2002, 77(11): 1168.
14.	Krackov, S. K., R. I. Levin, et al. Medical humanities at new york university school of medicine: an array of rich programs in diverse settings. Academic Medicine, 2003, 78(10): 977-982.
15.	Jordan J Cohen. Professionalism in medical education, an American perspective: from evidence to accountability. Medical Education, 2006, 40(7): 607-617.
16.	AAMC GQ http://www.aamc.org.
17.	American board of internal medicine.project professionalism. http:// www.abim.org/pdf/publications/professionalism. pdf.
18.	Shrank, W. H., V. A. Reed, et al. Fostering professionalism in medi cal education: a call for improved assessment and meaningful incentives. Journal of General Internal Medicine, 2004, 19(8): 887-892.
19.	Phelan S, Obenshain SS, Galey WR. Evaluation of the noncognitive professional traits of medical students. Acad Med, 1993, 68(10): 799-803.
20.	Borman WC. The rating of individuals in organizations: an alternate approach. Org Behav Hum Perform, 1974, 12(1): 105-124.
21.	Montgomery BM, An interactionist analysis of small group peer assessment. Small Group Behav, 1986, 17: 19-37.
22.	鄧洪, 熊婉, 萬學紅, 主譯. 醫師職業素養測評. 四川: 四川大學出版社, 2008: 123-159.
23.	蔣祎. 人文醫學執業技能必修課本科教學的探討.中國高等醫學教育, 2008, (7): 94-96.
24.	本科醫學教育標準—臨床醫學專業（試行）. http://www.moh. gov.cn/publicfiles/business/htmlfiles/mohkjjys/s3594/200811/38226. htm.
25.	廖浩, 何偉. 新時期加強醫學生醫德教育的思考. 新西部: 下半月, 2009, (4): 181-182.
26.	Cruess, R. L., S. R. Cruess, et al. Teaching professionalism: general principles. Medical Teacher, 2006, 28(3): 205-208.

1. 無. 新世紀的醫師專業精神——醫師宣言. 中國醫學倫理學, 2006, 19(6)：29-29,31.
2. 孫福川. 倫理精神: 醫學職業精神解讀及其再建設的核心話語. 中國醫學倫理學, 2006, 19(6): 13-17, 40.
3. http://www.cmda.gov.cn/xiehuijieshao/guizhangzhidu/zhengcefagui/ 2009-05-13/228.html.
4. Papadakis MA, Teherani A, Banach MA, et al. Disciplinary action by medical school boards and prior behavior in medical school. N Engl J Med, 2005, 353(25): 2673-2682.
5. LCME. 2004. Founctions and structure of medical school: standards for accreditation of medical programs leading to the M.D. degree. Washington DC: Liaison Committee on Medical Education.
6. Gibson DD, Coldwell LL, Kiewit SF. Creating a Culture of Professionalism: An Integrated Approach. Acad Med, 2000, 75(5): 509.
7. Herbert M. Swick. Teaching professionalism in undergraduate medicaleducation. JAMA, 1999, 282(9): 830-832.
8. Holly J. Humphrey, Kelly Smith, Shalini Reddy. Promoting an environment of rofessionalism: the university of chicago “roadmap”. Acad Med, 2007, 82(11): 1098-1107.
9. Ginsburg S, Regehr G, Hatala R. Context, conflict, and resolution: a new conceptual framework for evaluating professionalism. Acad Med, 2000, 75(10 Suppl): S6-S11.
10. 陸金國, 林琦. 淺談我國醫學教育人文素質教育現狀及培養對策. 中醫藥導報, 2005, 11(8): 74-75.
11. Christianson, C. E., R. B. McBride, et al. From traditional to patient- centered learning: curriculum change as an intervention for changing institutional culture and promoting professionalism in undergraduate medical education. Academic Medicine, 2007, 82(11): 1079-1088.
12. Loeser H, Papadakis M. Promoting and Assessing Professionalism in the First Two Years of Medical School. Acad Med, 2000, 75(5): 509-510.
13. Cohn, F., D. Lie, et al. Mediating the gap between the white coat ceremony and the ethics and professionalism curriculum. Academic Medicine, 2002, 77(11): 1168.
14. Krackov, S. K., R. I. Levin, et al. Medical humanities at new york university school of medicine: an array of rich programs in diverse settings. Academic Medicine, 2003, 78(10): 977-982.
15. Jordan J Cohen. Professionalism in medical education, an American perspective: from evidence to accountability. Medical Education, 2006, 40(7): 607-617.
16. AAMC GQ http://www.aamc.org.
17. American board of internal medicine.project professionalism. http:// www.abim.org/pdf/publications/professionalism. pdf.
18. Shrank, W. H., V. A. Reed, et al. Fostering professionalism in medi cal education: a call for improved assessment and meaningful incentives. Journal of General Internal Medicine, 2004, 19(8): 887-892.
19. Phelan S, Obenshain SS, Galey WR. Evaluation of the noncognitive professional traits of medical students. Acad Med, 1993, 68(10): 799-803.
20. Borman WC. The rating of individuals in organizations: an alternate approach. Org Behav Hum Perform, 1974, 12(1): 105-124.
21. Montgomery BM, An interactionist analysis of small group peer assessment. Small Group Behav, 1986, 17: 19-37.
22. 鄧洪, 熊婉, 萬學紅, 主譯. 醫師職業素養測評. 四川: 四川大學出版社, 2008: 123-159.
23. 蔣祎. 人文醫學執業技能必修課本科教學的探討.中國高等醫學教育, 2008, (7): 94-96.
24. 本科醫學教育標準—臨床醫學專業（試行）. http://www.moh. gov.cn/publicfiles/business/htmlfiles/mohkjjys/s3594/200811/38226. htm.
25. 廖浩, 何偉. 新時期加強醫學生醫德教育的思考. 新西部: 下半月, 2009, (4): 181-182.
26. Cruess, R. L., S. R. Cruess, et al. Teaching professionalism: general principles. Medical Teacher, 2006, 28(3): 205-208.

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核心能力為導向，循證醫學為載體，終身學習為目的的醫學人才培養模式研究（二）——中美本科醫師職業精神教育現狀比較

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