叙事医学教学对提升医学生共情能力的有效性研究

医学对医学生的人文素养有高度的要求，但医学教学中普遍缺乏对医学生共情能力的教育。为提升医学生共情能力，研究提出多层次叙事医学教学建设，通过特定的训练方法即精细阅读与反思性写作，提高医学生的共情和反思能力，在临床医学专业平行班级中，采用整群抽样方式，试验组进行多层次叙事医学教学，对照组常规教学方式，并通过中文版《杰斐逊共情量表》进行两组共情能力比较。结果表明接受多层次叙事医学教学组共情能力优于常规教学组，更有利于医学生以患者为中心的共情管理能力培养。

Study on the Effectiveness of Narrative Medicine Teaching in Improving Medical Students' Empathy

Medicine has high requirements for the humanistic qualities of medical students. However, empathy education for medical students is always missing. In order to enhance medical students' empathy, the study proposed the construction of multi-level narrative medicine teaching. Through specific training methods, such as close reading and reflective writing, the empathy and reflection ability of medical students are expected to be improved. In the parallel classes of clinical medicine, the group sampling method was adopted: the experimental group carried out multi-level narrative medicine teaching, and the control group carried out the conventional teaching method. The Chinese version of Jefferson Empathy Scale was used to compare the empathy ability of the two groups. The results showed that the empathy ability of the multi-level narrative teaching group was better than that of the conventional teaching group, which is more conducive to the cultivation of medical students' patient-centered management ability.