Medical students are active in thinking, and medical ethics education should fully consider the ideological characteristics of medical students to carry out medical ethics education and establish medical ethics awareness of medical students.
(A) to enhance the enthusiasm of students to improve medical ethics.
To improve teachers' enthusiasm, we must first follow the educational and teaching law of combining teachers' leading role with students' main role, attach importance to developing students' thinking and cultivate students' medical ethics. Focus on improving students' moral cognition, judgment, internalization and practical ability, and help students improve their medical ethics [Song Maoyin, Cheng Lesen, Xu]. Medical ethics education in medical colleges must face medical practice [J]. China Higher Medical Education, 2007(2)].
Contemporary college students are active in thinking and don't like empty and rambling preaching. In teaching, teachers must be based on the reality of medical students' study and life, combine the characteristics of the times, integrate into current events, and start with what happens around them to strengthen education. While imparting book knowledge, we can fully combine examples. For example, the discussion on medical ethics caused by the killing time of graduate students in Peking University Affiliated Hospital in 2009 is a vivid teaching material. You can also use papers, reviews, movies and other channels to convey updated information to students. This can not only arouse students' enthusiasm and reaction ability, but also help students keep up with the pace of society.
(two) according to the needs of students, targeted medical ethics education.
Moral education should face the new understanding of money interests and the change of moral concept under the condition of market economy, and do moral education well by solving students' practical problems. The establishment of pluralistic value orientation under the condition of market economy requires us to treat different levels of behavior differently and carry out corresponding medical ethics education for different levels of behavior.
In terms of teaching pertinence, strengthening the pertinence of medical ethics education mainly includes: aiming at the influence of extreme individualism, educating medical students to focus on the interests of the country and the people and establish a collectivist outlook on life; In view of the influence of money worship, medical students should be educated to clarify their medical purpose, uphold the humanistic spirit of socialist medicine, and establish a noble sentiment of not greedy for money and not seeking remuneration; In view of the influence of hedonism, medical students are educated to establish the will quality of being fearless and tireless; In view of the fact that most post-90s medical students are only children, their personal practical ability is poor, and they are psychologically fragile, we should focus on cultivating students' sense of responsibility, compassion and good conscience, and educate students to handle problems in life, study and love, as well as psychological and ethical contradictions under the guidance of correct world outlook, outlook on life and values, so that they can cultivate themselves into medical talents with good medical ethics through comprehensive study and efforts.
Second, strengthen the curriculum construction of medical ethics education.
Strengthening medical ethics education for medical college students, curriculum construction is an important aspect.
(A) improve the teaching content and means of medical ethics education courses
In the process of teaching, we should actively carry out the reform of teaching content, teaching methods and teaching means, closely combine the ideological and political education of college students with the medical ethics education of medical students, and make them have good moral cultivation, broad mind and lofty ideals.
Under the condition of market economy, combined with the characteristics of medical students, the scientific theory of socialist core value system is introduced into textbooks, classrooms and clinics, so that medical ethics education runs through the whole process of medical students' training. In the existing theoretical system of medical ethics in China, many traditional medical ethics spirits, such as kindness to save people and sincerity to save the world; Ji Bo medical source, diligent; Indifferent to fame and fortune, pay attention to integrity; Regardless of rank, treat equally; Respect each other, be modest and prudent; Modesty, generosity and gentleness all occupy a very important position. They are the essence of our Chinese culture accumulated for thousands of years, and we should naturally inherit and carry forward them. On the other hand, we should boldly learn from and absorb the achievements of foreign medical ethics education, such as humanitarianism, contemporary medical ethics based on deontology, human rights and public welfare, and the principles of life value, kindness, justice, autonomy and no harm can all be learned and applied. Combining traditional medical ethics with modern medical ethics theory is helpful to explore a new curriculum system of medical ethics education.
The means and methods of medical ethics education need to be optimized. Mainly: medical ethics education should "feel" people with emotion, "convince" people with reason and "move" people with examples. In teaching, we should adhere to the principle of guiding people with correct medical ethics, shaping people with noble medical ethics and ideological theory, and inspiring people with excellent medical and health "first model" figures; In teaching, we should strengthen three orientations, namely, aiming at the self-inclination of students' medical value orientation, strengthening the orientation of guiding the integration of their value orientation; In view of students' intuitive and superficial medical cognition, strengthening their cognitive style tends to be deep and rational; In view of the fuzziness of students' choice of medical treatment behavior, we should strengthen and guide the standardization of their behavior choice. On this basis, two-way or multi-way comprehensive teaching methods such as classroom teaching, video teaching, case discussion and analysis, special lectures or speeches, special discussions or debates, community hospital practice with problems, and social medical services are adopted to improve the timeliness of teaching, the integration of knowledge and practice, and the combination of theory and practice, thus truly transforming exam-oriented education into quality education.