Medical Education Management ›› 2021, Vol. 7 ›› Issue (4): 351-358.doi: 10.3969/j.issn.2096-045X.2021.04.001

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Analysis on the  role characteristics of medical model education on the development of medical students professionalism and its related influencing factors——take the HEART course of   Medical College Shantou University as an example

Fan Guanhua, Yang Mianhua, Zeng Yang   

  1. Medical College, Shantou University, Shantou 515041, China
  • Received:2021-07-09 Online:2021-08-20 Published:2021-08-31

Abstract: Objective  Medical model education is one of the important connotations of medical humanistic education. In the process of cultivating medical professional qualities based on the course system of HEART(Medical Professionalism Training Course), Shantou University Medical College embedded the content of medical model education to cultivate and shape medical students professionalism and medical values. This paper examines the feedback from medical students and the potential influencing factors     of medical models on medical students. Methods  Questionnaire survey and qualitative interview were conducted among medical students who had taken HEART course in Shantou University Medical College.  Results  Medical model education had a significant impact on medical students learning motivation, professional quality cognition, self-protection awareness and measures, and willingness to volunteer service (median of each question > 3). Medical role models had little effect on more senior undergraduates (OR: 1, 1.112, 0.702, 0.531 and 0.485). The influence of medical role models on stomatological students was slightly greater than that on clinical medicine and nursing students (OR: 1.708,95%CI:1.134-2.571). The students who paid more attention to COVID-19  epidemic situation (OR: 2.175-2.508,95%CI:1.635-3.849) and the students who paid more attention to the front-line support of medical staff (OR: 1.391-5.014,95%CI:2.397-10.488) were more affected by medical role models.  Students with familiar teachers or senior students who had participated in the anti-epidemic front-line work    (OR: 3.367, 95%CI:0.650-1.379) were more influenced by medical examples.  Conclusion  In medical education, we should pay attention to identify the potential promoting factors that have a positive impact on medical students, so as to maximize the positive impact of medical examples on medical students ’ growth. 

Key words: HEART course, medical role mode,  professionalism, medical students, positive influence

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