跨文化医学教育中叙事医学与情境模拟融合教学法的研究综述

A Review of the Integrated Teaching Method Combining Narrative Medicine and Situational Simulation in Cross-Cultural Medical Education

摘要: 随着医学教育国际化的深入推进，来华留学医学研究生规模持续扩大，但其在跨文化沟通、医患共情与职业适应等方面面临显著挑战。叙事医学与情境模拟教学作为医学教育领域的两大前沿范式，分别致力于人文素养培育与临床技能训练，然而，两种方法在实践中长期并行发展，缺乏系统性整合，人文教育与技能训练脱节的问题在留学生群体中尤为突出。本文系统梳理了叙事医学与情境模拟教学的理论基础、研究现状及融合路径，分析了来华医学留学生教育的现实困境，探讨了“叙事–模拟”融合教学法在跨文化医学教育中的应用前景。研究发现，将叙事医学的“关注–再现–归属”框架与情境模拟的“预习–实践–复盘”机制有机整合，有助于同步提升留学生的临床硬技能与叙事沟通、共情反思等软实力。未来研究应着力于理论模型建构、专科化教学资源开发、实证数据积累与双语师资队伍建设，推动这一创新教学模式从理念走向实践。

Abstract: With the deepening internationalization of medical education, the number of international medical graduate students studying in China has been growing steadily. However, these students face significant challenges in cross-cultural communication, clinical empathy, and professional adaptation. Narrative medicine and scenario-based simulation, as two frontier paradigms in medical education, focus respectively on humanistic competence cultivation and clinical skills training. Yet these two approaches have long operated in silos, and the disconnection between humanistic education and skills training is particularly prominent among international students. This article systematically reviews the theoretical foundations, research progress, and integration pathways of narrative medicine and scenario-based simulation, analyzes the practical challenges in medical education for international students in China, and explores the application prospects of the “narrative-simulation” integrated teaching approach in cross-cultural medical education. The findings suggest that integrating narrative medicine’s “attention-representation-affiliation” framework with scenario-based simulation’s “prebriefing-scenario-debriefing” mechanism can simultaneously enhance international students’ clinical hard skills and soft skills such as narrative communication, empathetic reflection, and ethical decision-making. Future research should focus on theoretical model construction, development of specialized teaching resources, accumulation of empirical evidence, and cultivation of bilingual faculty, so as to advance this innovative teaching model from concept to practice.