医学"交叉学科"浅析

医学交叉学科是现代医学教育不可或缺的学科,医学没有交叉学科作支撑,很难成为实实在在的医学,也很难培养出适应新世纪医学发展需要的具有综合素质的优秀医学人才.在以往研究的基础上具体阐述了医学交叉学科的内涵、主要交叉形式;分析了医学交叉学科出现的意义以及未能引起足够重视的诸多原因.目的在于提高医学人才培养、医学科学研究过程中对医学交叉学科的重视程度.     

迈开人文医学学科建设的步伐——全国首届人文医学学科建设研讨会侧记

正交叉学科的形成已经成为推动知识创新和科学发展的时代特征。人文医学是以医学与医学人文学科群的有机融合为特征的交叉学科。近十年来,我国人文医学学科建设取得的重要进展是山东大学、大连医科大学、南京医科大学、山西医科大学、遵义医学院先后通过自主设置交叉学科的途径获得了人文医学博士/硕士学位授权点。至此,我国人文医学学科发展由学科形成进入到学科发展的阶段。为了进一步推进人文医学学科建设的进步,分析学     

循证卫生管理的探讨

培养博学而人道的医学工作者是医学教育所追求的目标。作为一门交叉学科,医学哲学在医学生的人文素质培养中占有重要地位。对医学哲学的教学内容、理念与方法分别进行探讨,期望医学哲学教育能够提高医学生对与现代医学有关的知识、活动和态度进行批判性反思的意识和能力。     

“医+X”复合型医学人才培养模式创新实验区

人才培养模式是一个变化发展的范畴。交叉学科的发展与复合型人才培养已成为当代科学与教育的主流。医学人才培养模式改革势在必行。创建复合型医学人才培养模式是一项系统工程,只有在人才培养目标、培养内容和培养方式等方面大胆改革与创新,才能培养出适合当代社会文明发展的医学人才。     

关于医学与理工科学的比较及其结合

生物医学工程是医学与理工科学之间的一门交叉学科,近年发展十分迅速,但理工科学与医学具有非常不同的学科特点,充分认识其间的差异是非常必要和重要的。本文从认识论与方法论的角度讨论了医学研究与理工科学的不同特点及相应的问题,分析了医工结合的主要困难,提出了加强与改进医学与理工科学结合的途径。     

必须全方位多层次地弘扬医学人文精神

作为一名医学工作者和人文社会科学工作者 ,我们热烈赞同中国自然辩证法研究会医学哲学专业委员会 2 9个单位数十位教授、专家提出的“关于加强高等医学院校人文社会医学教学与学科建设的建议”。我们认为 ,这个建议非常及时 ,非常正确 ,应该得到医学界、人文社会科学各界以至全社会的重视。医学发展到今天这样的生物—心理—社会医学的阶段 ,医学教学如果再不把人文学科的教育和学科建设 ,提到应有的高度 ,未来的医学工作者将很难应付人类及其每一个个体对医学的需求。为了使医学与今天的社会需求相适应 ,也为了使医学与今天的科学技术水平…     

交叉学科——神经眼科学

神经眼科学是一门交叉学科,至少横跨了眼科、神经内科和神经外科。在神经眼科疾病的诊断上,以各个专科有限的专业知识来分析整个人体复杂的病情,难免会有其局限性或引起判断失误。我国神经眼科学发展缓慢,神经眼科这一交叉学科是相关科室的共同薄弱环节,因此有必要对神经眼科学进行探讨和哲学思考,以引起更多的重视。     

人工椎间盘置换术中的循证医学证据

循证医学(evidence-based medicine,EBM)作为一门新兴的交叉学科越来越广泛地被用来进行临床评估和决策.人工椎间盘置换技术的发展为椎间盘退行性病变的治疗提供了符合现代医学模式的新方法.循证医学在人工椎间盘置换研究中的应用不仅有助于为其提供可信、有力的临床证据,而且有丰富的哲学内涵.     

人工椎间盘置换术中的循证医学证据

循证医学（evidence—based medicine,EBM）作为一门新兴的交叉学科越来越广泛地被用来进行临床评估和决策。人工椎间盘置换技术的发展为椎间盘退行性病变的治疗提供了符合现代医学模式的新方法。循证医学在人工椎间盘置换研究中的应用不仅有助于为其提供可信、有力的临床证据,而且有丰富的哲学内涵。     

导言：心身疾病诊治策略：争议与共识

心身医学是应用心身相关原理研究人类健康与心身疾病诊治的新兴国际性交叉学科，代表当代先进的临床医学科学体系。心身疾病是发病与心理社会因素密切相关的疾病。心身医学作为精神病学与临床医学专科的桥梁学科，从边缘状态返回医学主流，以临床应用为目的，以生物-心理-社会医学模式为指导，综合医学心理学、心理卫生、行为医学、心理咨询与治...     

Advancing Psychology as a Bio-behavioral Science

Concerns for the integrity of psychology as an independent discipline have caused some psychologists to object to introducing any knowledge from the biological sciences into the training of psychologists. However, calls for the greater incorporation of the behavioral sciences in medical education, increased attention to research on the mechanisms of bio-behavioral interaction, and initiatives in translational medical research and clinical care, have prompted increased interest in interdisciplinary research, health care, and teaching. These changes, in turn, are resulting in a re-conceptualization of the structure of academic medicine with increasing emphasis upon multidisciplinary knowledge and interdisciplinary collaboration, and less emphasis upon disciplinary insularity and competitiveness. If clinical health psychology is to play a role in this evolving concept of academic health care, it must adequately prepare its trainees to function in interdisciplinary academic health care settings. This will require not only expertise in the role of behavioral factors relevant to medical disorders, but also some basic familiarity with the biological processes to which those behavioral factors relate. With the evolution of its fund of knowledge, clinical health psychology has the potential to utilize its science to discover, describe, interpret, teach and clinically apply knowledge of the mechanisms of interaction between biological functions and behavioral, learning, cognitive, socio-cultural and environmental processes. By failing to seize this initiative, clinical health psychology risks becoming irrelevant to the evolving model of medical research, education and health care. Presented, in part, to the Association of Psychologists in Academic Health Centers, Minneapolis, MN, May 2007.     

Education as an intergenerational process of human learning, teaching, and development

In this article I argue that the future of psychological research on educational processes would benefit from an interdisciplinary approach that enables psychologists to locate their objects of study within the cultural, social, and historical contexts of their research. To make this argument, I begin by examining anthropological accounts of the characteristics of education in small, face-to-face, preindustrial societies. I then turn to a sample of contemporary psychoeducational research that seeks to implement major, qualitative changes in modern educational practices by transforming them to have the properties of education in those self-same face-to-face societies. Next I examine the challenges faced by these modern approaches and briefly describe a multi-institutional, multidisciplinary system of education that responds to these challenges while offering a model for educating psychology students in a multigenerational system of activities with potential widespread benefits.     

Why Should Nanoscience Students be Taught to be Ethically Competent?

During the education of scientists at the university level the students become more and more specialized. The specialization of the students is a consequence of the scientific research becoming specialized as well. In the interdisciplinary field of nanoscience the importance of specialization is also emphasized throughout the education. Being an interdisciplinary field of study the specialization in this area is not focused on scientific disciplines, but on the different branches of the research. Historically ethics has not been a priority in science education, however, in recent years the importance of such teachings has been highly recognize especially in medicine, biotechnology and engineering. The rapid development, the many new and unknown areas and the highly specialized focus of nanotechnology suggest the importance of having ethically competent researchers. In this article the importance of ethical competence in nanoscience research is argued for by an example of a dilemma that could occur in a research project. The dilemma is analyzed using two different ethical views, generating two different choices for action. It is seen that the dilemma can have more than one solution and that ethical competence can help in justifying the choice of solution in a specific situation. Furthermore it is suggested that a way to reach this competence is through education in ethics incorporated into the nanoscience education curriculum.     

Self-Regulation: Learning Across Disciplines

The capacity to self-regulate is a key developmental ability that has become a focal point for research across multiple disciplines. Yet interdisciplinary collaboration on self-regulation is rare and the term is often applied in different ways across studies. Drawing on literature from psychology, medical sciences, sociology, and economics, this article provides a synthesis of disciplinary approaches to research on self-regulation. A review of search returns from one prominent database per discipline is used to investigate overlap and divergence on the topic. This review argues that interdisciplinary collaboration has the potential to integrate perspectives on self-regulation into a more coherent body of work, resulting in advances that could not be achieved through any one discipline alone. The review also identifies and discusses three current impediments to collaboration: terminology, measurement, and disciplinary conventions.     

Instituting music in the Boston public school curriculum: A classic example of the diffusion of innovation

Music came into American public schools via stages now identified as typical in the diffusion process. Pioneer educator Lowell Mason won acceptance for curricular music in Boston in 1838. His experience exemplifies steps characteristic in the diffusing of educational innovation. American music education owes its acceptance to his skillful handling of factors and processes identified by modern diffusion research. Carol A. Pemberton is the author ofLowell Mason: His Life and Work (1985),Lowell Mason: A Bio-Bibliography (1988), and many articles on music, music education, interdisciplinary studies, and English. Dr. Pemberton teaches English composition at Normandale Community College, Bloomington, Minnesota. Her composition textbook,Practical English, will be published in 1989 by Scott, Foresman/Little, Brown.     

Embedding philosophers in the practices of science: bringing humanities to the sciences

The National Science Foundation (NSF) in the United States, like many other funding agencies all over the globe, has made large investments in interdisciplinary research in the sciences and engineering, arguing that interdisciplinary research is an essential resource for addressing emerging problems, resulting in important social benefits. Using NSF as a case study for problem that might be relevant in other contexts as well, I argue that the NSF itself poses a significant barrier to such research in not sufficiently appreciating the value of the humanities as significant interdisciplinary partners. This essay focuses on the practices of philosophy as a highly valuable but currently under-appreciated partner in achieving the goals of interdisciplinary research. This essay advances a proposal for developing deeper and wider interdisciplinary research in the sciences through coupled ethical-epistemological research. I argue that this more robust model of interdisciplinary practice will lead to better science by providing resources for understanding the types of value decisions that are entrenched in research models and methods, offering resources for identifying the ethical implications of research decisions, and providing a lens for identifying the questions that are ignored, under-examined, and rendered invisible through scientific habit or lack of interest. In this way, we will have better science both in the traditional sense of advancing knowledge by building on and adding to our current knowledge as well as in the broader sense of science for the good of, namely, scientific research that better benefits society.     

The Adventure of Research

In recent years, a number of studies corroborate the importance of an integrated or interdisciplinary curriculum for an effective education. However, contemporary proposals for the function of theology as the integrative center have been limited mainly to sectarian communities and remain a work in progress. Noting the fruitfulness of historical and worldview surveys of the relationship between theology and education in the works of Holmes, Knight, and Blamires, this essay is an attempt to contribute to these approaches by demonstrating how current research in biblical and patristic studies can contribute models for the integration of curricula and provide a more effective Christian education. Included are analyses of the counter-imperial thesis for Paul's theology and how it breaks down walls between Bible, Literature, History, and Government classes, the emergence of a distinctly Christian paideia and its contribution to the formation of Christian character, and the concept of cosmological axioms entailed in sacred discourse which provide a comprehensive interdisciplinary application of the lordship of Christ. Observations on the implications of such models for Christian education are then drawn from the data.     

Ethics education and value prioritization among members of U.S. hospital ethics committees

Calls for ethics education for members of hospital ethics committees presume that the effects and benefits of such education are well-established. This is not the case. A review of the literature reveals that studies consistently have failed to uncover any significant effect of ethics education on the moral reasoning, moral competency, and/or moral development of medical professionals. The present paper discuss this negative result and describes the author's national study of the value priorities of members of hospital ethics committees. This study discovered correlations between moral decision making and factors like age and type of institution where the committee operates. The results of this study also resemble those of previous studies in finding no correlation between ethics education and moral decision making. The author concludes that there is a need for more research on the effects of nonmoral personal, societal, and institutional factors on the moral reasoning of members of hospital ethics committees. Further, in the absence of any firm empirical basis, calls for ethics education for medical professionals and ethics committee members should be rethought.     

医学创新的跨学科特征分析

以诺贝尔生理学和医学奖获奖者群体为样本,从该群体的知识背景、研究方法、科研协作方面入手,进行计量分析和实证研究,揭示医学创新研究的跨学科特征,认为跨学科知识背景是获得创新性成果的前提和基础,进而指出医学创新研究最终会导致新的医学跨学科体系的建构,推动整个医学的发展。