Clinical Instruction in Insanity

Use of Medical humanities to teach empathy started to come into being nearly 50 years ago. It has been introduced in most of the medical schools in the West for many years. In India the concept is still in its infancy with very few medical schools teaching the subject. This study was undertaken as a pilot project at the Hamdard Institute of Medical Sciences and Research, New Delhi to introduce the concept of empathy through medical humanities to undergraduate students. Students were explained the definition, meaning, scope and purpose of medical humanities. The authors aimed at sensitising the students to the importance of the public image of their profession through humour/jokes. The students were encouraged to discuss and reflect on the reasons for a negative image. The session ended by asking for commitment on their part to behave in a more ethical and professional manner once they start practicing medicine. The session was appreciated by most of the students. Majority agreed that medical humanities was an interesting way to develop empathy in doctors and develop ethical values, professionalism and communication skills. It is imperative that communication skills, professionalism and ethics are integrated into medical curriculum at all stages to inculcate empathy in medical students. Medical humanities modules are an interesting way of achieving this aim. Humour has been used as a pedagogic and communication tool in medicine. Its use for reflection and analysis of a situation or as a tool of social commentary to bring about corrective change can be explored. Further research in the subject is required; curriculum needs to be defined, teachers need to be educated and trained.

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Introducing Medical Humanities--Use of Humour for Teaching Ethics

Human Rights and Ethics ◽

10.4018/978-1-4666-6433-3.ch018 ◽

2015 ◽

pp. 301-307

Author(s):

Ayesha Ahmad ◽

Tamkin Khan ◽

Shridhar Dwivedi ◽

Farah Kausar

Keyword(s):

Communication Skills ◽

Undergraduate Students ◽

Medical Humanities ◽

Medical Curriculum ◽

Medical Schools ◽

New Delhi ◽

Communication Tool ◽

Social Commentary ◽

The Subject ◽

To Come

Use of Medical humanities to teach empathy started to come into being nearly 50 years ago. It has been introduced in most of the medical schools in the West for many years. In India the concept is still in its infancy with very few medical schools teaching the subject. This study was undertaken as a pilot project at the Hamdard Institute of Medical Sciences and Research, New Delhi to introduce the concept of empathy through medical humanities to undergraduate students. Students were explained the definition, meaning, scope and purpose of medical humanities. The authors aimed at sensitising the students to the importance of the public image of their profession through humour/jokes. The students were encouraged to discuss and reflect on the reasons for a negative image. The session ended by asking for commitment on their part to behave in a more ethical and professional manner once they start practicing medicine. The session was appreciated by most of the students. Majority agreed that medical humanities was an interesting way to develop empathy in doctors and develop ethical values, professionalism and communication skills. It is imperative that communication skills, professionalism and ethics are integrated into medical curriculum at all stages to inculcate empathy in medical students. Medical humanities modules are an interesting way of achieving this aim. Humour has been used as a pedagogic and communication tool in medicine. Its use for reflection and analysis of a situation or as a tool of social commentary to bring about corrective change can be explored. Further research in the subject is required; curriculum needs to be defined, teachers need to be educated and trained.

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THE PEDIATRICIAN AND THE PUBLIC

PEDIATRICS ◽

10.1542/peds.8.4.563 ◽

1951 ◽

Vol 8 (4) ◽

pp. 563-566

Keyword(s):

United States ◽

Great Britain ◽

Medical Curriculum ◽

Medical Schools ◽

The United States ◽

Postgraduate Students ◽

The Public ◽

Gradual Process ◽

Scientific Papers ◽

The Subject

IN COMMON with most medical schools on this Continent at the beginning of the present century, the subject of paediatrics was a very minor one and often nonexistent in the medical curriculum of Canadian medical schools. With the increasing influence of the European and American developments, pioneer work in Canada in the field of children's medicine and surgery was carried forward until lectures were given to final year medical students, and through a gradual process of demonstration and obvious need the courses have been enlarged until they now embrace subject matter which is generally used in most paediatric departments. Canadian medical schools have gradually developed independent departments of paediatrics and today only one department is still within Internal Medicine. Canadian paediatric departments and children's hospitals have kept pace with developments in the United States, Great Britain and Europe, by a constant interchange of graduate and postgraduate students. This commenced in centres in Germany and Europe and extended to Great Britain and the United States. In the early days of paediatrics as a specialty in Canada a small group of physicians engaged in teaching as well as practice formed the Canadian Society for the Study of Diseases of Children. They met annually for the presentation of scientific papers and for interchange of ideas.

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Hubert Maitland Turnbull, 1875-1955

Biographical Memoirs of Fellows of the Royal Society ◽

10.1098/rsbm.1957.0020 ◽

1957 ◽

Vol 3 ◽

pp. 289-304 ◽

Cited By ~ 1

Keyword(s):

Original Work ◽

Medical Schools ◽

Medical College ◽

Hospital Medical ◽

London Hospital ◽

The Subject ◽

Morbid Anatomy ◽

High Degree ◽

Attention To Detail

Hubert Maitland Turnbull, who died on 29 September 1955 some eight years after retirement from the Chair of Morbid Anatomy at the London Hospital Medical College, occupied a position of eminence in British pathology. Not only was he greatly esteemed by his colleagues at the London but his influence extended widely throughout the medical schools of this and other countries of the Commonwealth. This was due not so much to his ability as an initiator and director of research, even though he was responsible for a considerable amount of valuable original work during his forty years at the London Hospital, but to a particular genius for accuracy of observation and meticulous attention to detail which he possessed in high degree and applied with almost religious fervour to everything that he did. Entering pathology at a time when many in this country held that morbid anatomy was a dead subject, Virchow, in their opinion, having left little new territory to be explored, Turnbull set himself to revolutionize morbid anatomical practice and to raise the subject to the level of a science. And so well did he succeed that he proved a source of inspiration not only to his fellow pathologists and those young graduates who chose to emulate him, but also to the much wider circle of clinicians who sought the privilege of working for a time in his department as a prelude to specialization in some other branch of medicine.

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Interacting Systems in Development

PEDIATRICS ◽

10.1542/peds.38.3.530a ◽

1966 ◽

Vol 38 (3) ◽

pp. 530-531

Author(s):

NORMAN J. SISSMAN

Keyword(s):

Special Interest ◽

Medical Schools ◽

Congenital Defects ◽

Significant Percentage ◽

Introductory Course ◽

Interacting Systems ◽

The Subject

Embryology is today one of the most neglected of all medical fields. Only a handful of medical schools offer more than an introductory course on the subject, and most physicians' knowledge of embryological principles and mechanisms is rudimentary or, at best, limited to circumscribed areas of special interest. This is particularly unfortunate for pediatricians whose practices include such a significant percentage of congenital defects, which are really instances of normal embryologic processes gone awry.

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Drawbacks in the Implementation of an Integrated Medical Curriculum at Medical Schools and Their Potential Solutions

Education in Medicine Journal ◽

10.21315/eimj2020.12.1.4 ◽

2020 ◽

Vol 12 (1) ◽

pp. 29-42 ◽

Cited By ~ 1

Author(s):

Ihab Shafek Atta ◽

◽

Mohamed Atta El-Hag ◽

Salma Ihab Shafek ◽

Hasan S. Al-Ghamdi ◽

...

Keyword(s):

Medical Curriculum ◽

Medical Schools

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Identifying and Remediating Quality Issues at Clinical Teaching Sites: A CERA Clerkship Directors Survey

Family Medicine ◽

10.22454/fammed.2019.838842 ◽

2019 ◽

Vol 51 (10) ◽

pp. 811-816

Author(s):

Joanna Drowos ◽

Tomoko Sairenji ◽

Kristen Hood Watson ◽

Vanessa A. Diaz ◽

Jasmine Pinckney ◽

...

Keyword(s):

Family Medicine ◽

Clinical Teaching ◽

Medical Schools ◽

Teaching Quality ◽

Additional Time ◽

Community Based ◽

Medicine Clerkship ◽

Education Leaders ◽

Performance Challenges ◽

Research Alliance

Background and Objectives: Family medicine clerkship directors must secure an adequate number of teaching sites while maintaining or improving the quality of teaching. This survey details how family medicine clerkship directors identify community-based clinical sites with performance challenges, types of challenges, and whether a remediation option exists for struggling clinical sites or preceptors. This study also investigates the relationship between clerkship structure and problems with maintaining high-quality teaching sites. Methods: Data were gathered and analyzed as part of the 2018 Council of Academic Family Medicine’s (CAFM) Educational Research Alliance (CERA) survey of family medicine clerkship directors. Results: There was a significant relationship between ease/difficulty of identifying clinical sites and paying preceptors (P=.032). A lower proportion of sites where a system is in place for remediation reported it being difficult to identify clinical sites (70.0% vs 92.2%, respectively, P=.011). Having a remediation system in place was also associated with less removal of sites (2.5% removed three or more sites vs 25% removed three or more sites, respectively, P=.005). Conclusions: Medical education leaders can explore payment to incentivize community-based preceptors in schools where identifying clinical sites is a challenge. Offering centralized preceptor development activities from medical schools, geared toward the importance of evaluations, balancing learners and opportunities for student engagement, may overcome some of the identified challenges. Medical schools may also consider providing additional time and support for clerkship directors to assist with tracking teaching quality at sites, and to assist struggling preceptors prior to removing them from teaching.

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Allergy teaching is suboptimal and heterogeneous in the undergraduate medical curriculum in the UK

Journal of Clinical Pathology ◽

10.1136/jclinpath-2017-204885 ◽

2018 ◽

Vol 72 (3) ◽

pp. 221-224 ◽

Cited By ~ 3

Author(s):

Emily Frances Reid ◽

Mamidipudi Thirumala Krishna ◽

Claire Bethune

Keyword(s):

Medical Curriculum ◽

Medical Schools ◽

British Society ◽

Undergraduate Teaching ◽

Supporting Evidence ◽

Online Questionnaire ◽

Similar Survey ◽

The Uk ◽

And Training

AimTo record the level of allergy teaching occurring in UK medical schools. The UK has experienced an ‘allergy epidemic’ during the last 3–4 decades. Previous government reviews have emphasised the importance of allergy education and training, treating common allergies in primary care with referral pathways to a specialist and the creation of regional networks. It is acknowledged that the delivery of allergy teaching in UK medical schools is variable, despite the well-recognised need.MethodsAll consultant members of the British Society for Allergy and Clinical Immunology involved in teaching medical students were invited to partake in qualitative research, employing an online questionnaire for data collection. Participants were asked to comment on the format of the allergy teaching delivered, the student participation and the clinical opportunities provided. Students were recruited to complete a similar survey as supporting evidence.Results44 responses were collected, representing 64.7% of medical schools in the UK. Clinical allergy placements were compulsory in 31.8% of medical schools that responded. In 36.4%, it was reported that less than 10% of students had an opportunity to take an independent history from a patient with allergic disease, or practise using an epinephrine autoinjector. 90.9% responded that an allergy rotation was not offered to final year students.ConclusionsAllergy undergraduate teaching is suboptimal and heterogeneous in UK medical schools and there is a real need for standardisation as a means to enhance quality of care.

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Medical Humanities

User-Driven Healthcare and Narrative Medicine ◽

10.4018/978-1-60960-097-6.ch016 ◽

2011 ◽

pp. 210-227 ◽

Cited By ~ 4

Author(s):

P. Ravi Shankar

Keyword(s):

Medical Ethics ◽

Medical Humanities ◽

Medical Schools ◽

Developing Nations ◽

The Arts ◽

Ethics Teaching ◽

The Subject ◽

Definition Of ◽

Developed Nations ◽

The Relationship

Medical Humanities (MH) provide a contrasting perspective of the arts to the ‘science’ of medicine. A definition of MH agreed upon by all workers is lacking. There are a number of advantages of teaching MH to medical students. MH programs are common in medical schools in developed nations. In developing nations these are not common and in the chapter the author describes programs in Brazil, Turkey, Argentina and Nepal. The relationship between medical ethics and MH is the subject of debate. Medical ethics teaching appears to be commoner compared to MH in medical schools. MH programs are not common in Asia and there are many challenges to MH teaching. Patient and illness narratives are become commoner in medical education. The author has conducted MH programs in two Nepalese medical schools and shares his experiences.

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