scholarly journals Developing New Academic Programs in the Medical/Health Humanities: A Toolkit to Support Continued Growth

2021 ◽  
Author(s):  
Craig M. Klugman ◽  
Rachel Conrad Bracken ◽  
Rosemary I. Weatherston ◽  
Catherine Burns Konefal ◽  
Sarah L. Berry
Keyword(s):  
Academic Programs ◽  
Health Humanities ◽  
Medical Health

Who is the audience for the medical/health humanities?

2019 ◽  
pp. 242-249
Author(s):  
Suzy Willson ◽  
Pamela Brett-Maclean ◽  
Bella Eacott
Keyword(s):  
Health Humanities ◽  
Medical Health

Undergraduate Education

2019 ◽  
pp. 19-37
Author(s):  
Craig M. Klugman
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Professional Education ◽  
Undergraduate Education ◽  
Academic Programs ◽  
Professional Identities ◽  
Health Humanities ◽  
Narrative Ethnography ◽  
The Social ◽  
Pedagogical Approaches

In undergraduate education, the health humanities are transforming premedical and pre–health professional education. With a 266% increase in majors, minors, and certificates since 2001, these courses and academic programs are popular. As a result of changing emphases in the MCAT, US and Canadian universities are responding by offering interdisciplinary health curricula that incorporate the social sciences, humanities, and arts. Teaching undergraduate students is different from engaging with medical and graduate students since they tend to be younger and more diverse and bring less background with them. Undergraduates are more open-minded, have more time in their curriculum, and are in the early stages of developing professional identities, all of which are advantageous for introducing the health humanities. This chapter shares several lessons for work with undergraduates including talking about all health professions, not just medicine; not assuming they bring knowledge or skills to the class; offering practical examples; demonstrating role-modeling; encouraging active learning; enforcing accountability; and teaching less material. This chapter presents several sample assignments, such as Gallery and Illness Narrative Ethnography, to demonstrate different pedagogical approaches in working with this population and discusses popular techniques such as hybrid and flipped classes.

Introduction

2019 ◽  
pp. 1-16
Author(s):  
Olivia Banner
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Health Humanities ◽  
Field Training ◽  
The Social ◽  
Medical Health

This introduction sets out the rationale and purpose of the volume. Coming from the humanities and the social sciences and based in diverse locations across higher education, scholars arrive to teach health humanities courses equipped with divergent disciplinary and field training and their distinct associated pedagogies; and they are often expected to put that training to distinctly different uses. The introduction discusses ongoing conversations in the medical/health humanities about changes in the field; explains how a focus on pedagogy can advance the field more broadly; and introduces the volume’s chapters, detailing their connections and what contributions they make to developing medical/health humanities as a field.

scholarly journals Participants’ Feedback about and Knowledge before and after a Two-Day Medical Humanities Workshop at Mysuru, India

2020 ◽  
pp. 32-41
Author(s):  
Pathiyil Ravi Shankar ◽  
Praveen Kulkarni
Keyword(s):  
Medical Students ◽  
Medical Humanities ◽  
Statistical Tests ◽  
Free Text ◽  
Health Humanities ◽  
Medical College ◽  
Before And After ◽  
The Mean ◽  
Medical Health ◽  
Kerala State

Background: Medical humanities is using subjects traditionally known as the humanities for specific purposes in education in medicine. A two-day medical humanities workshop was facilitated at JSS medical college, Mysuru, India on 9th and 10th March 2020. Objectives: The authors obtained participant knowledge before and immediately post-conclusion of the workshop and their feedback regarding the workshop. Methods: Participants’ knowledge was measured by asking them to answer true or false a set of twenty statements. Some statements were worded negatively, and their scores reversed when calculating the total score. Total scores pre and post-workshop were compared using appropriate statistical tests (p<0.05). Participant feedback about various facets of the workshop including venue, organization, facilitators, role-plays, activities related to paintings, home assignment, debate, and elicitation sessions were obtained. Free text comments were also invited.  Results: Thirty-four medical students (15 male and 19 female) participated. Most students were from Karnataka and the neighbouring Kerala state. The median total scores before and immediately following the workshop were 16.00 and 17.00. The increase was highly significant (p<0.001). The mean student ratings of all parameters were 3.8 and above. Role-plays and debates were the most enjoyable. A greater range of activities and more involvement of students from other institutions were suggested. A few other topics were recommended. Conclusions: Participant feedback was positive. They wanted similar workshops in the future.              The workshop could serve as a launchpad for a medical/health humanities module at the   institution.

Treating Gender and Illness Together in the Classroom

2019 ◽  
pp. 142-157
Author(s):  
Lisa Diedrich
Keyword(s):  
Disability Studies ◽  
Gender And Sexuality ◽  
Health Humanities ◽  
Sexuality Studies ◽  
Political Factors ◽  
Research And Teaching ◽  
Gender And Sexuality Studies ◽  
Training Research ◽  
Medical Health ◽  
The Way

With an M.A. and Ph.D. in women’s, gender, and sexuality studies and with areas of specialization in medical/health humanities and disability studies, the author’s training, research, and teaching are inter- or transdisciplinary all the way down. Drawing on multiple interdisciplinary backgrounds, the author discusses ways of treating illness and disability in the classroom as women, gender, and sexuality might be treated: as categories of analysis that come into being through a multiplicity of archives, discourses, practices, and institutions. Rather than stabilize and consecrate an object as belonging to a particular field, the author is more interested in attending to the histories, methods, and political factors that bring objects and whole fields into being and sustaining or transforming them. The chapter discusses specific practical, even personal, pedagogical tactics and strategies.

Bodies speaking: Embodiment, illness and the poetic materiality of puppetry/object practice

2020 ◽  
Vol 11 (1) ◽  
pp. 85-102
Author(s):  
Marina Tsaplina
Keyword(s):  
Social Sciences ◽  
The Body ◽  
Artistic Practice ◽  
Disability And Health ◽  
Health Humanities ◽  
Form Complex ◽  
Work Related ◽  
The Social ◽  
Medical Health ◽  
A Site

The theoretical turn to object ontologies in the social sciences and the humanities brings puppetry work related to illness, disability and health to the forefront of artistic practice-as-research, disability studies and the medical/health humanities. Articulating chronic illness and disability through the tools and practice of puppetry animation can help form complex embodiment, where the person is empowered to value their embodiment as a site of knowledge. Puppetry pedagogy can train the bodies of medical students and clinicians to develop the capacity for embodied attunement and may decolonize both the knowledge of the body and medical education by reunifying mind, body and imagination. By training to perceive materials both physically and poetically, puppetry allows silenced bodies and histories to speak.

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