病人關懷與實踐課程的效果評價_《中國循證醫學雜志》

作者：

 許儷絹 ¹ , 吳錫金 ¹² , 廖士杰 ¹

1. 中國醫藥大學醫學院（臺灣）2. 中國醫藥大學暨附設醫院;

關鍵詞：

醫學教育實踐課程病人關懷同理心

視頻：

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目的　評估“病人關懷與實踐課程”結束后學生體驗的效果。
方法　課程活動包括由專業輔導員帶領輔導團體進行同理心體驗，爾后讓學生至附設醫院陪伴病人及家屬以及陪伴后分享相關經驗三部分。參加學生為2005年入學的醫學系一年級新生118人。
結果　學生回饋數據顯示，經由課程設計之團體輔導及陪伴病人后，學生更能體驗何謂同理心，并能體會到陪伴病人的正向情緒經驗。
結論　學生參加“病人關懷與實踐課程”，能使學生在正式接觸醫學專業之前，更了解如何同理病人、幫助別人，進而提升醫學生的人文關懷。

引用本文： 許儷絹,吳錫金,廖士杰. 病人關懷與實踐課程的效果評價. 中國循證醫學雜志, 2006, 06(9): 646-651. doi: 復制

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1. Dai ZD. Editor-in-Chief. Basic Medicine and Ethic. 1st ed. Taipei:Gaoli Book Corparation; 2002. 185–186.
2. Patterson CH. Empathy, warmth, and genuineness in psychotherapy: A review of reviews. Psychotherapy: Theory, Research, Practice, Training, 1984; 21: 4, 431–438.
3. Starr P. Social transformation of American medicine. New York: Basic Books; 1982.
4. Swick HM. Toward a normative definition of medical professionalism. Academic Medicine, 2000; 75: 6, 612–616.
5. Accreditation Council for Graduate Medical Education. ACGME outcome project; 1999.
6. Roter DL, Hall JA, Kern DE, et al. Improving physician’s interviewing skills and reducing patients’ emotional distress: A randomized clinical trial. Archives of Internal Medicine, 1995; 155: 7, 1877–1884.
7. Ho ZJ. The Study for the Background of Becoming the Medical Students and the Experiences of Interns’ Doctor-patient Interaction in a Teaching Hospital. Unpublished master thesis. Kaohsiung Medical University. Taiwan; 2004.
8. Parasuraman A, Zeithaml VA, Berry LL. A conceptual model of service quality and its implications for future research. Journal of Marketing, 1985; 49(4): 41–50.
9. Zeithaml VA, Binter MJ. Services marketing: integrating customer focus across the firm. 3rd ed. New York: McGraw-Hill; 2002.
10. Yeh CC. Quality gap analysis for cardiac catheterization service. Unpublished master thesis. China Medical University. Taiwan; 2006.
11. Schroeder DA, Penner LA, Dovidio JF, et al. The psychology of helping and altruism: Problems and puzzles. xviii, 1995: 334.
12. Hornstein HA, Fisch E, Holmes M. Influence of a model’s feeling about his behavior and his relevance as a comparison other on observers’ helping behavior. Journal of Personality & Social Psychology, 1968; 10(3): 222–226.
13. Clark RD, Word LE. Why don’t bystanders help? Because of ambiguity? Journal of Personality & Social Psychology, 1972; 24(3): 392–400.
14. Lai CW. Taiwan is still a beautiful island with full of wishes. Libertytimes. Taiwan; 2002.
15. Chen WD. After being a man, before being a good doctor, leaning to being friends with patients. Lin YN. Ed. To show the color of the life: try hard to make the medical treatment being better. Taiwan. China Medical University; 2003: 17–18.
16. Shen CS. To go to the palace the second time. United Daily News. Taiwan; 2005.
17. Elyer J, Giles DE, Schmiede A. A practitioners’ guide to reflection in service-learning: Student voices and reflection. Nashville, TN: Vanderbilt University; 1996.
18. Dewey J. Editor-in-Chief. How we think: A restatement of the relation of reflective thinking to the educative process. Boston: MA: Heath; 1933.
19. Werfel J, Bar-Yam Y. The evolution of reproductive restraint through social communication. PNAS, 2004; 27(101): 11019–11024.

《中國循證醫學雜志》

病人關懷與實踐課程的效果評價

摘要 全文 圖表 視頻 參考文獻 施引文獻 補充材料

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《中國循證醫學雜志》

病人關懷與實踐課程的效果評價

摘要 全文 圖表 視頻 參考文獻 施引文獻 補充材料

Format

Content

摘要全文圖表視頻參考文獻施引文獻補充材料