摘要
基于波兰尼的默会认知论,医学人文教育可以分为显性知识的言传、人文技能的身教以及人文精神的默会内化三个维度。现存的问题是医学人文教育未能充分遵循默会认知规律,在理论知识和实践行为之间产生断裂,使医学人文教育效果普遍不佳。重新构建医学人文的教学模式,要组合显性知识系统,多形式传递;要重视默会知识导师身教的个体交换;要营造人文氛围,重视结果评估。只有这样,才能把医学人文知识、能力、情感、信念、价值等要素有机地协调起来。
Based on the tacit epistemology of Polanyi, medical humanities education can be divided into three parts: explicit humanities knowledge, tacit humanities skills and humanistic spirit. The problem is that medical humanities education fails to follow the law of tacit cognition. It results in a break between theoretical knowledge and practical behavior, and then makes medical humanities education generally ineffective. To rebuild the education mode of medical humanities, it requires combining explicit knowledge systems with multi-form transmission. It emphasizes individual exchange of tacit knowledge under tutor's personal teaching. It needs to create a humanistic atmosphere and pay attention to the evaluation of results. Only by fully understanding the law of tacit cognition, can medical humanities knowledge, ability, emotion, belief, value and other elements be organically coordinated through education.
作者
陈旻
CHEN Min(School of Humanities, Fujian Medical University, Fuzhou 350122, China)
出处
《医学与哲学》
2019年第17期60-62,共3页
Medicine and Philosophy
基金
2018年福建省教育厅省级《医患沟通》课程立项课题(闽教高[2018]26号)
2019年福建医科大学教育教学改革项目(J19010)
关键词
默会认知
医学教育
医学人文
知识观
tacit epistemology
medical education
medical humanities
knowledge-based view
