Some sociologists and experts of health communication call for educational reform of medical colleges so as to ease the doctor-patient conflicts that persist.

 

Conflicts between doctors and patients have become a constant source of strife. To address this problem, sociologists and experts of health communication aim to seek the sources of misunderstanding through case studies on specific medical service situations.

Recently, tensions between doctors and patients have erupted into a series of headline-making incidents that have profoundly impacted health care development in China and sparked heated debate about the doctor-patient relationship.

Some commentators focus on the professional attitude of doctors, suggesting the main source of conflict is their lack of cultural sensitivity and respect for patients. One way to tackle this is by giving doctors a firm grounding in the humanities.

In fact, doctors are considered one of the occupations with the utmost humanistic quality. According to a survey of medical school graduates by Burke, one of the world’s premier international research and consulting firms, making money and pursuing doctoral degree in medicine are in the top list of graduates’ career goal, but nevertheless healing the wounded and rescuing the dying is the common voice and general wish of the graduates.

Some argue that medical schools should be reformed because they are the places important for shaping doctors’ humanistic quality. This idea overlaps with the proposals for Chinese public hospital reform, which prioritize education reform of medical schools.

Also take the educational reform of medical colleges in America as an example. The United States is vigorously promoting knowledge of the humanities and social sciences among those who specialize in medical science. Since last year, there have been significant changes in the Medical College Admission Test (MCAT) of the US. There are three additional examinations on new courses: biochemistry, general psychology, and general sociology.

At the same time, more and more medical school students are required to learn ethics, psychology, anthropology, sociology and other disciplines of the humanities and social sciences during their first year. For example, the applicants for the University of Illinois are required to take three courses of two disciplines among anthropology, sociology, economics and gender studies. This is almost comparable with the requirement of some basic disciplines for medical science such as organic chemistry—two courses taken during two semesters.

Today, the personal lifestyles and mental health of patients are becoming increasingly important components of medical research and development. In this context, knowledge of the humanities and social sciences, which can offer unique perspectives on the individual needs of patients, is essential for those who specialize in medical science.