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Text
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URL Address
<a href="http://doi.org/10.1097/ACM.0b013e3181938bca" target="_blank" rel="noreferrer noopener">http://doi.org/10.1097/ACM.0b013e3181938bca</a>
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Pages
192-198
Issue
2
Volume
84
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Title
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Medical Humanities and Their Discontents: Definitions, Critiques, and Implications
Publisher
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Academic Medicine
Date
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2009
2009-02
Subject
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clerkship; curriculum; education; Education & Educational Research; ethics; Health Care Sciences & Services; mindful; narrative medicine; physician; practice; professionalism; school-of-medicine; students perceptions
Creator
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Shapiro J; Coulehan J; Wear D; Montello M
Description
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The humanities offer great potential for enhancing professional and humanistic development in medical education. Yet, although many students report benefit from exposure to the humanities in their medical education, they also offer consistent complaints and skepticism. The authors offer a pedagogical definition of the medical humanities, linking it to medicine as a practice profession. They then explore three student critiques of medical humanities curricula: (1) the content critique, examining issues of perceived relevance and intellectual bait-and-switch, (2) the teaching critique, which examines instructor trustworthiness and perceived personal intrusiveness, and (3) the structural/placement critique, or how and when medical humanities appear in the curriculum, Next, ways are suggested to tailor medical humanities to better acknowledge and reframe the needs of medical students. These include ongoing cross-disciplinary reflective practices in which intellectual tools of the humanities are incorporated into educational activities to help students examine and, at times, contest the process, values, and goals of medical practice. This systematic, pervasive reflection will organically lead to meaningful contributions from the medical humanities in three specific areas of great interest to medical educators: professionalism, "narrativity," and educational competencies. Regarding pedagogy, the implications of this, approach are an integrated required curriculum and innovative concepts such as "applied humanities scholars." In turn, systematic integration of humanities perspectives and ways of thinking into clinical training will usefully expand the range of metaphors and narratives available to reflect on medical practice and offer possibilities for deepening and strengthening professional education.
Identifier
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<a href="http://doi.org/10.1097/ACM.0b013e3181938bca" target="_blank" rel="noreferrer noopener">10.1097/ACM.0b013e3181938bca</a>
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Journal Article
2009
Academic Medicine
clerkship
Coulehan J
Curriculum
Department of Family & Community Medicine
Education
Education & Educational Research
Ethics
Health Care Sciences & Services
Journal Article
mindful
Montello M
NARRATIVE medicine
NEOMED College of Medicine
physician
Practice
PROFESSIONALISM
school-of-medicine
Shapiro J
students perceptions
Wear D