动物实验和动物手术教学中融入医德伦理教育初探

摘要

目的 探究在动物实验和动物手术教学中融入医德伦理教育的方法和效果.方法 分别从某院2009级三年制高职护理、临床专业8个班495名学生中采用分层抽样产生研究组和对照组,研究组所在班级在动物实验教学中有机融入医德伦理教育;对照组所在班级则采取传统教学法.利用自设问卷分别对两组学生进行调查,对资料信息和期末考试、动物手术考核成绩进行统计学分析.结果 研究组和对照组在对动物实验的兴趣、态度及高职医学专业是否开设医学伦理学课程等方面的差异无统计学意义;但研究组和对照组在专业课动物实验教学过程中是否应该融入医德伦理教育、是否在良好的麻醉下开始手术操作两个问题上的差异具有统计学意义;研究组和对照组在动物实验是否应该遵循尊重自主原则,执行知情同意而签订手术同意书(角色扮演)、对动物实验教学的满意度等方面差异具有显著的统计学意义.两组的生理学、病理学期末考试、动物手术考核成绩存在的差异具有显著的统计学意义.结论 在生理学、病理学动物实验和外科学、外科护理学动物手术教学中恰当地融入医德伦理教育是可行的,二者之间相互促进,极大地增强了教学效果和伦理教育职能.%Objective: To explore the teaching methods and effects of integrating medical ethics education into animal experiments teaching. Methods: 495 medical students from the departments of vocational nursing and clinical medicine have been divided into study group and control group by stratified sampling. Students in the study group were educated with medical ethics in animal experiments class, while those in the control group received traditional teaching methods. A self - designed questionnaire survey was conducted on two groups of students. Information from the survey, final examination results, and animal surgery test results of both groups were statistically analyzed. Results: There is no statistically significant difference on interests, attitudes towards animal experiments, and whether medical ethics courses should be established for vocational medical students between study group and control group. However, there are statistical differences between study group and control group in whether ethics education should be integrated into the process of teaching animal experiments, and whether the anial experiments should be conducted under good anesthesia. Study group and control group also show significant difference in whether an informed consent of operation which follows the principle of respect for autonomy should be signed in animal experiments ( role playing), and satisfaction degree towards animal experiment teaching. There are also significant statistical differences in the marks of final exams in physiology, pathology, and animal surgery between two groups. Conclusion: It is a feasible way to integrate medical ethics education into the animal experiment teaching of physiology, pathology and experimental animal surgery, since the medical ethics education and animal experiment teaching promote the teaching effects of each other, greatly enhancing the teaching effectiveness and the educational functions of ethics.