医学人文关怀教育的全环境育人模式研究进展

Research Progress on the Holistic Educational Model for Medical Humanistic Care Education

摘要: 在生物–心理–社会医学模式与“健康中国2030”战略背景下，临床医学生人文关怀能力培育成为医学教育的重要议题。全环境育人理念为破解当前人文教育困局提供了新视角。本文在厘清全环境育人与医学人文关怀教育内涵的基础上，对比国内外研究进展，指出我国高校临床医学生人文关怀教育存在理念错位、课程割裂、环节脱节、评价单一、师资薄弱及氛围不足等突出问题。结合创新素养培育的关键节点，从全员、全程、全方位三个维度构建改革路径：建立多元主体协同的育人队伍，打造贯穿入学至规培全周期的培养体系，营造“校园–医院–社会”三维育人空间，创新课程体系与教学方法，并建立多元化评价机制。研究认为，全环境育人模式通过系统性环境营造与主体深度协同，有望扭转医学人文教育碎片化困境，为培养兼具技术能力与人文情怀的临床医师提供实践参照。

Abstract: Against the backdrop of the biopsychosocial model of medicine and the “Healthy China 2030” strategy, cultivating clinical medical students’ capacity for humanistic care has become a critical issue in medical education. The concept of holistic education offers a new perspective for addressing the current challenges in humanistic education. Building upon a clarification of the essence of holistic education and medical humanistic care education, this paper compares domestic and international research progress and identifies prominent issues in the humanistic care education of clinical medical students in Chinese universities, including conceptual misalignment, fragmented curricula, disjointed processes, one-dimensional evaluation, insufficient faculty resources, and a lack of supportive atmosphere. By integrating key stages of cultivating innovative competencies, this paper constructs a reform pathway across three dimensions—all-staff, full-process, and all-encompassing: establishing a collaborative educational team comprising diverse stakeholders; creating a training system spanning the entire cycle from enrollment to residency; fostering a three-dimensional educational space encompassing “campus-hospital-society”; innovating curriculum systems and teaching methods; and establishing a diversified evaluation mechanism. The study suggests that the holistic educational model, through the systematic creation of an enabling environment and deep collaboration among stakeholders, holds the potential to reverse the fragmentation of medical humanities education and provide a practical framework for cultivating clinical physicians who possess both technical competence and a sense of humanistic compassion.