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Medical Student Perceptions of Their Education About Suffering

机译：医学生对痛苦教育的看法

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To explore student perceptions of their medical school teaching and learning about human suffering and to elicit student recommendations for better approaches to teaching about suffering. Methods: Qualitative study involving focus groups of students from each class at two US medical schools. Results: Students reported that teaching about human suffering was variable, rarely explicit, and occurred primarily in the pre-clinical curriculum. In the clinical curriculum, addressing patient suffering was neither overtly valued nor evaluated by attending physicians. Students perceived little or no explicit educational attention to the suffering of patients and their families, with the exceptions of specific rotations and attendings. They described little or no teaching of clinical skills to identify and manage suffering and desired such training. Students learned about the clinical management of suffering primarily by ad hoc observation of role models. Some also noted that exposure to patient suffering and the demands of medical education contributed to their own suffering. Students recommended intentional, integrated and longitudinal teaching about suffering, with regular reinforcement and evaluation, across the medical school curriculum. Conclusions: Students perceived teaching about human suffering as insufficient at the institutions studied and desired to learn clinical skills to identify and help patients manage suffering. Medical educators should explicitly address patient suffering and create longitudinal curricula with improved clinical teaching, faculty role modeling, and student evaluation.
机译：探索学生对医学院教学和对人类苦难的了解，并征求学生的建议，以更好地进行有关苦难的教学。方法：定性研究涉及两个美国医学院每班学生的重点小组。结果：学生报告说，关于人类苦难的教导是多变的，很少是明确的，并且主要发生在临床前课程中。在临床课程中，主治医生既没有公开评估患者的痛苦，也没有对其进行评估。除了特定的轮岗和就诊外，学生对患者及其家人的痛苦几乎没有或没有明确的教育关注。他们很少或根本没有教授确定和管理痛苦的临床技能教学，并希望进行此类培训。学生主要通过对榜样的临时观察来了解有关痛苦的临床管理方法。一些人还指出，患者遭受痛苦和医学教育的需求加剧了他们自己的痛苦。学生们建议在医学院课程中进行有针对性的，综合的和纵向的关于痛苦的教学，并定期进行强化和评估。结论：在所研究的机构中，学生认为关于人类痛苦的教学不足，并希望学习临床技能以识别并帮助患者管理痛苦。医学教育工作者应明确地解决患者的痛苦，并通过改进的临床教学，教师角色建模和学生评估来创建纵向课程。

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