The Evaluation of an Integrative Curriculum for Physician-patient Relationship and Emotional Resilience: from Medical College to Post-graduate Year

10.6145/jme.202209_26(3).0002

Shih-Cheng Liao；Ming-Been Lee

physician-patient relationship ； emotional resilience ； integrated curriculum

Journal of Medical Education

26卷3期（2022 / 09 / 01）

149 - 159

英文

Background and purpose: Medical humanities courses for medical students were often scattered over the six years of schooling. The ideal curriculum must be linked across grades and even extend to the teaching hospital curriculum after graduation. Here we introduced an innovative teaching program designed to integrate medical humanity teaching objectives vertically and longitudinally. The primary purpose of this study was to evaluate the effectiveness of this innovative teaching plan, Methods: The program vertically integrated teaching objectives such as dealing with difficult patients, physician-patient relationships, prevention of medical disputes, and developing emotional resilience, into the current medical humanities courses. Furthermore, the program longitudinally covered the wide-span journeys of medical education from the second academic year (medical psychology) to fourth academic year (clinical medical general introduction), sixth year (psychiatric internship), and the postgraduate years of resident training. The study evaluated the effectiveness of the innovative teaching plan, mainly based on feedback from medical students. Results: The evaluation indicators showed that students' learning effectiveness and satisfaction after attending the new program were better than those of students before this integrated curriculum was implemented.

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