医学生如何在学习中“想象患者”：一项医学人文人类学研究
How Medical Students “Imagine Patients” in Their Studies: A Medical Humanities Anthropology Research

本研究采用民族志方法考察医学生在医学教育过程中如何形成对患者的想象。通过一年田野调查，研究发现医学生在各种教学情境中逐渐构建出符号化、理想型和情绪中立三类患者形象，这些想象在便于知识传授的同时也弱化了学生的伦理关怀和同理心。文章指出医学社会化中隐性课程的影响以及医学知识的文化偏见，讨论医学生对患者的想象如何影响未来临床实践，并提出医学人文教育改革建议。
This study adopts an ethnographic approach to examine how medical students form imaginaries of patients in the course of medical education. Drawing on one year of fieldwork, the study finds that medical students gradually construct three dominant patient imaginaries across diverse educational settings: the symbolized patient, the idealized patient, and the emotionally neutral patient. While these imaginaries facilitate the transmission of medical knowledge, they simultaneously weaken students’ ethical sensitivity and capacity for empathy. The article highlights the role of the hidden curriculum in medical socialization and the cultural biases embedded in medical knowledge, and discusses how medical students’ imaginaries of patients shape their future clinical practice. It concludes by offering implications for reform in medical humanities education.