Why Are the Health Humanities Relevant (and Vital) in Postgraduate Medical Education?

2018 ◽  
Author(s):  
Anna Skorzewska ◽  
Allan D. Peterkin
Keyword(s):  
Medical Education ◽  
Medical Humanities ◽  
Postgraduate Medical Education ◽  
Health Humanities ◽  
Arts And Humanities ◽  
Current State ◽  
The Arts ◽  
Hands On ◽  
History Of ◽  
Based Medicine

This introductory chapter provides a short history of medical humanities and continues on to give an overview of the limits of medical practice, evidence-based medicine (EBM), successes and failures, curricula, and the current state of medical humanities. The medical and health humanities have become a widespread discipline, with journals, institutes, and associations worldwide. Throughout undergraduate medical education, new courses, electives, programs, and research are proliferating. Yet there is very little officially documented about relevance and efficacy in postgraduate medical education. The chapters that follow provide both a rigorous argument for using the arts and humanities in postgraduate medical education and a practical “how-to” that will guide readers in developing arts and humanities initiatives in their own program or medical school. Each chapter provides ideas, hands-on lesson plans, and resources to pave the way forward.

Health Humanities in Post-Graduate Medical Education

2018 ◽  
Author(s):  
Allan D. Peterkin ◽  
Anna Skorzewska
Keyword(s):  
Medical Education ◽  
Interprofessional Education ◽  
Medical Humanities ◽  
Visual Art ◽  
Postgraduate Medical Education ◽  
Health Humanities ◽  
Arts And Humanities ◽  
Wide Range ◽  
The Subject ◽  
The Impact

Arts and humanities education is widespread in undergraduate but almost nonexistent in postgraduate medical education where it is arguably more helpful. This book fills that gap. It covers a wide range of arts and humanities subjects including film, theatre, narrative, visual art, history, ethics, and social sciences. Each chapter provides not only 1) a literature review of the relevant subject in postgraduate medical education and, where helpful, undergraduate medical education but 2) a theoretical discussion of the subject as it relates to medicine and medical education 3) challenges to implementing arts and humanities programming and 4) appendices with a number of different and relevant resources as well as sample lesson plans. There is a chapter on the use of humanities in interprofessional education, a domain whose importance has recently gained prominence. Finally there are also chapters guiding the medical humanities educator on evaluating the impact of their programs, an ever-present challenge, and on the thorny issue of how to fund programs in medical humanities.

scholarly journals On the arts and humanities in medical education

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Danielle G. Rabinowitz
Keyword(s):  
Medical Education ◽  
Medical Humanities ◽  
Medical Training ◽  
Historical Context ◽  
The Public ◽  
Arts And Humanities ◽  
The Arts ◽  
Concomitant Reduction ◽  
Flexner Report ◽  
The Cost

AbstractThis paper aims to position the birth of the Medical Humanities movement in a greater historical context of twentieth century American medical education and to paint a picture of the current landscape of the Medical Humanities in medical training. It first sheds light on the model of medical education put forth by Abraham Flexner through the publishing of the 1910 Flexner Report, which set the stage for defining physicians as experimentalists and rooting the profession in research institutions. While this paved the way for medical advancements, it came at the cost of producing a patriarchal approach to medical practice. By the late 1960s, the public persona of the profession was thus devoid of humanism. This catalyzed the birth of the Medical Humanities movement that helped lay the framework for what has perpetuated as the ongoing incorporation of humanistic subjects into medical training. As we enter a time in medicine in which rates of burnout are ever-increasing and there are growing concerns about a concomitant reduction in empathy among trainees, the need for instilling humanism remains important. We must consequently continue to consider how to ensure the place of the Medical Humanities in medical education moving forward.

Conclusion

2017 ◽  
Author(s):  
Andrea Harris
Keyword(s):  
New York ◽  
Twentieth Century ◽  
New York City ◽  
Driving Force ◽  
George Balanchine ◽  
Current State ◽  
The Arts ◽  
History Of ◽  
Lincoln Center

The Conclusion briefly examines the current state of the New York City Ballet under the auspices of industrial billionaire David H. Koch at Lincoln Center. In so doing, it to introduces a series of questions, warranting still more exploration, about the rapid and profound evolution of the structure, funding, and role of the arts in America through the course of the twentieth century. It revisits the historiographical problem that drives Making Ballet American: the narrative that George Balanchine was the sole creative genius who finally created an “American” ballet. In contrast to that hagiography, the Conclusion reiterates the book’s major contribution: illuminating the historical construction of our received idea of American neoclassical ballet within a specific set of social, political, and cultural circumstances. The Conclusion stresses that the history of American neoclassicism must be seen as a complex narrative involving several authors and discourses and crossing national and disciplinary borders: a history in which Balanchine was not the driving force, but rather the outcome.

scholarly journals The Crisis, the Humanities and Medical History

2011 ◽  
Vol 55 (3) ◽  
pp. 283-287
Author(s):  
Bill Luckin
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Medical History ◽  
Cultural Landscapes ◽  
Status Quo ◽  
Academic Community ◽  
Arts And Humanities ◽  
The Arts ◽  
History Of ◽  
New Ideas

Non-controversially, the full version of this article argues that the crisis in British higher education will impoverish teaching and research in the arts and humanities; cut even more deeply into these areas in the post-1992 sector; and threaten the integrity of every small sub-discipline, including the history of medicine. It traces links between the Thatcherite reforms of the 1980s and the near-privatisation of universities proposed by the Browne Report and partly adopted by the coalition. The article ends by arguing that it would be mistaken to expect any government-driven return to the status quo ante. New ideas and solutions must come from within. As economic and cultural landscapes are transformed, higher education will eventually be rebuilt, and the arts and social sciences, including medical history, reshaped in wholly unexpected ways. This will only happen, however, if a more highly politicised academic community forges its own strategies for recovery.

Interview with Argha Manna

2020 ◽  
Vol 11 (2) ◽  
pp. 405-421
Author(s):  
Partha Bhattacharjee ◽  
Priyanka Tripathi
Keyword(s):  
Social History ◽  
History Of Science ◽  
Academic Research ◽  
Visual Medium ◽  
Visual Narratives ◽  
Arts And Humanities ◽  
The Arts ◽  
Global Pandemic ◽  
History Of ◽  
Medical Histories

Argha Manna is a cancer-researcher-turned cartoonist. He worked as a research fellow at Bose Institute, India. After leaving academic research, he joined a media-house and started operating as an independent comics artist. He loves to tell stories from the history of science, social history and lab-based science through visual narratives. His blog, Drawing History of Science (https://drawinghistoryofscience.wordpress.com), has been featured by Nature India. Argha has been collaborating with various scientific institutes and science communicator groups from India and abroad. His collaborators are from National Centre for Biological Science (NCBS, Bangalore), Centre for Cellular and Molecular Biology (CCMB, Hyderabad), Jadavpur University (Kolkata), Heidelberg Center for Transcultural Studies (University of Heidelberg, Germany) and a few others. Last year, he received STEMPeers Fellowship for creating comics on the history of vaccination and other aspects of medical histories, published in Club SciWri, a digital publication wing of STEMPeers Group. Currently, Argha is collaborating in a project, ‘Famine Tales from India and Britain’ as a graphic artist. This is a UK-based project, funded by the Arts and Humanities Research Council, led by Dr Ayesha Mukherjee, University of Exeter. In this interview, Partha Bhattacharjee and Priyanka Tripathi speak with Indian ‘alternative’ cartoonist Argha Manna to trace his journey from a cancer researcher to a cartoonist. Manna is a storyteller of history of science, in visuals. Recently, his works reflect social problems under the light of historical and scientific theories. Bhattacharjee and Tripathi trace Manna’s shift from a science-storyteller in a visual medium to a medical-cartoonist who is working on issues related to a global pandemic, its impact on life and literature vis-à-vis social intervention. They also focus on Manna’s latest comics on COVID-19.

Using narratives for medical humanities in medical training

2018 ◽  
pp. 129-139
Author(s):  
Alexander Kiss ◽  
Claudia Steiner
Keyword(s):  
Medical Education ◽  
Medical Humanities ◽  
Medical Training ◽  
Narrative Medicine ◽  
Illness Narratives ◽  
Evidence Based ◽  
Good Doctor ◽  
The University ◽  
Based Medicine ◽  
Humanities Curriculum

The University of Basel, Switzerland has developed a longitudinal medical humanities curriculum based on illness narratives and narrative medicine. The ultimate learning goal of medical humanities as taught in Basel is to foster narrative competence. A good doctor needs to be a good listener, a good storyteller, and should ideally be able to co-create an illness narrative together with a patient. Medical humanities consist of mandatory and optional elements. Blending evidence-based medicine, which is based on larger numbers of patients with similar characteristics, with narrative-based medicine, which is based on patients’ uniqueness, this programme provides medical students with the opportunity to develop and practice narrative medicine over the course of the six years of medical studies. This chapter discusses the programme and its place in medical education.

scholarly journals Historicity, Historiography, and Hope

2021 ◽  
Author(s):  
Tiago Santos Almeida
Keyword(s):  
Medical Humanities ◽  
National Health System ◽  
Health Humanities ◽  
Gaston Bachelard ◽  
Georges Canguilhem ◽  
Human And Social Sciences ◽  
History Of ◽  
Theory Of History ◽  
Definition Of

Historicity is a key epistemological component of the definition of “science” proposed by authors such as Gaston Bachelard, Georges Canguilhem and Michel Foucault, and partially accepted by the Brazilian Collective Health builders. What we call the “historicity awareness” of Collective Health is the field’s recognition that there is no knowledge of health without history and that its history interferes with its results, with the conceptualization of its objects, its cognitive and technological practices, and the feasibility of its promises of enhancing the quality of life towards an equal society. This helps explain why Humanities in general and History, in particular, are ubiquitous to Health Education, where they are known as Health and Medical Humanities or, as is more usual in Brazil, Human and Social Sciences in Health. They helped to imagine an equitable health care system of which the concrete manifestation, however imperfect, is the Brazilian Unified National Health System, the SUS. Health Humanities, Medical Humanities, and History of Science and Technology are all interdisciplinary fields that challenge historiography and theory of history to look beyond the borders of our normative understanding of the historian’s professional identity – which legitimacy is achieved through specific academic training – to properly evaluate the multiple expressions of society’s relationships and engagements with history and time.

scholarly journals Empathy in Medical Education: Its Nature and Nurture — a Qualitative Study of the Views of Students and Tutors

2021 ◽  
Author(s):  
William F Laughey ◽  
Jane Atkinson ◽  
Alison M Craig ◽  
Laura Douglas ◽  
Megan EL Brown ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Quantitative Research ◽  
Assessment System ◽  
Formal Curriculum ◽  
Arts And Humanities ◽  
Role Modelling ◽  
The Arts ◽  
Negative Role ◽  
The Individual

Abstract Context Medical education is committed to teaching patient centred communication and empathy. However, quantitative research suggests empathy scores tend to decline as students progress through medical school. In qualitative terms, there is a need to better understand how students and tutors view the practice and teaching of clinical empathy and the phenomenon of empathic erosion. Methods Working within a constructivist paradigm, researchers thematically analysed the individual interview data from a purposive sample of 13 senior students and 9 tutors. Results The four major themes were as follows: (1) ‘the nature of empathy’, including the concept of the innate empathy that students already possess at the beginning of medical school; (2) ‘beyond the formal curriculum’ and the central importance of role modelling; (3) ‘the formal curriculum and the tick-box influence of assessments’; and (4) the ‘durability of empathy’, including ethical erosion and resilience. A garden model of empathy development is proposed — beginning with the innate seeds of empathy that students bring to medical school, the flowering of empathy is a fragile process, subject to both enablers and barriers in the formal, informal, and hidden curricula. Conclusion This study provides insights into empathic erosion in medical school, including the problems of negative role modelling and the limitations of an assessment system that rewards ‘tick-box’ representations of empathy, rather than true acts of compassion. It also identifies factors that should enable the flowering of empathy, such as new pedagogical approaches to resilience and a role for the arts and humanities.

scholarly journals Editorial

2019 ◽  
Vol 7 (2) ◽  
pp. 111-112
Author(s):  
Marlene Schäfers
Keyword(s):  
Cultural Studies ◽  
Literary History ◽  
Cutting Edge ◽  
Kurdistan Region ◽  
Arts And Humanities ◽  
The Arts ◽  
History Of ◽  
National Borders

Now running in its seventh year, Kurdish Studies has established itself as the leading venue for the publication of innovative, cutting-edge research on Kurdish history, politics, culture and society. According to Scopus scores, our journal is now positioned among the top publications within the History category of the Arts and Humanities, ranking 170 out of 1138 (84th percentile). In Cultural Studies, we stand at rank 193 out of 890 (78th percentile). This year’s second issue of Kurdish Studies brings to you yet another collection of thought-provoking pieces of original scholarship. Gerald Maclean provides us with a literary history of British literary accounts of Kurds and Kurdistan in the sixteenth and seventeenth centuries. Allan Hassaniyan investigates a similar geography, though within the context of contemporary fragmentation by national borders. Our third article shifts the focus from Iran to Iraq. Samme Dick examines the recent turn to Zoroastrianism amongst a growing number of Kurds living in the Kurdistan Region of Iraq. 

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