Visual evaluation of medical humanistic care based on the concept of implementation science
10.12026/j.issn.1001-8565.2026.02.08
- VernacularTitle:基于实施科学概念的医学人文关怀可视化评价
- Author:
Xuancheng CHEN
1
;
Yangyi CHEN
1
;
Huiling LI
1
;
Mengyun PENG
1
;
Fanli TIAN
2
;
Xiaojun ZHOU
3
;
Zhisong HE
4
;
Chen FANG
5
Author Information
1. School of Nursing， Soochow University， Suzhou 215006， China
2. Operating Room， Suzhou Dushu Lake Hospital， Soochow University， Suzhou 215000， China
3. Department of General Surgery， the First Affiliated Hospital of Soochow University， Suzhou 215006， China
4. Department of Cardiology， the First Affiliated Hospital of Soochow University， Suzhou 215006， China
5. Department of Endocrinology， the Second Affiliated Hospital， Soochow University， Suzhou 215004， China
- Publication Type:Journal Article
- Keywords:
implementation science;
medical humanistic care;
medical humanities education
- From:
Chinese Medical Ethics
2026;39(2):194-200
- CountryChina
- Language:Chinese
-
Abstract:
ObjectiveTo introduce visual teaching into the course design of medical humanistic care based on the concept of implementation science， evaluate the teaching implementation effect and feedback， and provide references for optimizing course teaching outcomes and improving students’ humanistic care competence. MethodsA visual teaching program for medical humanistic care was designed， with key steps including clarifying teaching objectives， content， methods， and curriculum assessment. This program was implemented in the medical humanistic care course teaching involving 50 elective students. Multi-dimensional evaluation of teaching effectiveness was conducted through course grades， visual teaching evaluation， and humanistic workshop assessment， combined with inductive content analysis of students’ learning experiences in the workshops. ResultsThe 50 students achieved above-average course grades （89.60±3.41） and demonstrated high satisfaction with the overall course and visual teaching. All the 6 groups obtained relatively high scores in the medical humanistic care workshops. Four themes were extracted， namely， enhancing humanistic care competencies， deepening familial and interpersonal relationships， realizing emotional expression and self-growth， and strengthening integration of humanistic care concepts with practice. ConclusionThe teaching of medical humanistic care course has achieved favorable effects， which contributes to deepening students’ understanding of humanistic care and enhancing their humanistic care competence. Students demonstrate high levels of recognition and satisfaction with the course.
