scholarly journals EDUCATIONAL UTILIZATION OF NARRATIVE MEDICINE IN KOREAN MEDICAL SCHOOLS

2021 ◽  
Author(s):  
Youngsub Oh ◽  
Keyword(s):  
Medical Education ◽  
Medical Humanities ◽  
Teaching And Learning ◽  
Narrative Medicine ◽  
Medical Schools ◽  
Learning Model ◽  
Current Status ◽  
Medical Professionals ◽  
Humanities Education ◽  
Future Task

The purpose of this study is to explore current status and future task of educational utilization of medical humanities, focusing on narrative medicine in Korea. For this end, firstly, this study reviewed Korean research literatures on medical humanities. Second, this study reviewed the educational utilization of narrative medicine in medical education and humanities education in Korea. Lastly, this study provided the implication and future task for education and research. This study is expected to be a useful reference for developing teaching and learning model to nurture medical professionals, counselors and therapists, and researchers.

Applications of Narrative Medicine to Surgical Education

2021 ◽  
pp. 000313482110298
Author(s):  
Carol EH Scott-Conner ◽  
Divyansh Agarwal
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Surgical Education ◽  
Core Competencies ◽  
Narrative Medicine ◽  
Medical Schools ◽  
Residency Programs ◽  
Surgical Residency

Narrative medicine describes the application of story to medical education and practice. Although it has been implemented successfully in many medical schools as a part of undergraduate medical education, applications to the residency environment have been relatively limited. There are virtually no data concerning the adoption of narrative medicine within surgical residencies. This paper provides a brief introduction to the formal discipline of narrative medicine. We further discuss how storytelling is already used in surgical education and summarize the literature on applications of narrative medicine to residents in other specialties. The relevance of narrative medicine to the ACGME core competencies is explored. We conclude with specific suggestions for implementation of narrative medicine within surgical residency programs.

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 A Study of Differences in Compulsory Courses Offering Medicine Humanization and Medical Communication in Polish Medical Schools: Content Analysis of Secondary Data

2021 ◽  
Vol 18 (24) ◽  
pp. 13326
Author(s):  
Joanna Dec-Pietrowska ◽  
Agnieszka Szczepek
Keyword(s):  
Medical Education ◽  
Content Analysis ◽  
Medical Humanities ◽  
Compulsory Education ◽  
Essential Element ◽  
Secondary Data ◽  
Medical Schools ◽  
Home Pages ◽  
The Uk ◽  
Teaching Programs

Medical humanity is an essential element of medical education, and the respective courses are introduced to the curricula of medical schools worldwide. However, significant differences in this type of medical education were identified in Italy, Spain, and the UK. In Poland, this issue was not yet analyzed. The classes offered on a compulsory and not elective basis secure the uniform skills of future physicians. Therefore, we were prompted to ask a question: do Polish medical students receive equal compulsory education in medical humanities? To answer that question, we performed a content analysis of mandatory classes’ frequency, types, and content on medical humanization and communication in Polish medical schools. The study used publicly available information provided on the home pages of the universities to perform content and comparative analyses. Of 22 identified universities, 15 had publicly listed teaching programs, and nine had freely available syllabi. The names and types of courses varied from school to school. The number of hours the courses offered throughout medical education ranged from 15 to 216. In some medical schools, the classes were scheduled during the early, pre-clinical part of the study, whereas in other schools they were offered each year. The content of the courses always covered the topics of physician–patient communication but rarely offered protocols, such as the Calgary Cambridge guide. We conclude that the medical humanities represented by medical humanization and communication courses are included in the publicly available compulsory curriculum of most Polish medical schools. However, to secure equal education of future Polish physicians, there is a need to unify the medical humanities program.

scholarly journals Medical Humanities in Nepal: Present scenerio

2014 ◽  
Vol 52 (193) ◽  
pp. 751-754 ◽  
Author(s):  
Ajaya Kumar Dhakal ◽  
P Ravi Shankar ◽  
Sanjaya Dhakal ◽  
Devendra Shrestha ◽  
Rano Mal Piryani
Keyword(s):  
Medical Education ◽  
Low Income ◽  
Medical Humanities ◽  
Essential Role ◽  
Medical Schools ◽  
Developed Countries ◽  
Theory And Practice ◽  
Low Income Countries

Medical Humanities is a relatively new concept even in developed countries, and is at the infancy stage in low income countries like Nepal. Medical humanities modules in Nepal are being conducted in a few medical schools. Humanities have an essential role in medical education, the gap between the humanities and medicine has to be bridged and there should be continuous and vigorous debate about the theory and practice of medical humanities

Conclusion

2020 ◽  
pp. 199-214
Author(s):  
Kelly Underman
Keyword(s):  
United States ◽  
Medical Education ◽  
Patient Experience ◽  
Teaching And Learning ◽  
Expert Knowledge ◽  
Learning Experience ◽  
Medical Schools ◽  
The United States ◽  
Pelvic Exam

The conclusion looks at debates about the role of consent in teaching and learning the pelvic exam and what these indicate about affective governance in medical education and the making of physicians. The presence of the GTA program in most medical schools in the United States has meant an enthusiastic embracing of the “patient experience.” And yet, there is still a prioritization of the learning experience of the trainee at the expense of the patient when pelvic exams are performed on patients who are under anaesthesia. The chapter suggests that affective governance in medical education is about producing more efficient workers, and more compliant consumers. In short, it is no longer possible to set aside the important role that emotion and bodily capacities to move and be moved by play in the governance of conduct via expert knowledge.

scholarly journals Prevalence of Medical Humanities Teaching in Medical Schools: Review of Curricula in the United States, Canada, and the United Kingdom

2021 ◽  
Author(s):  
Jeremy Howick ◽  
Lunan Zhao ◽  
Brenna McKaig ◽  
RAFFAELLA CAMPANER ◽  
Alessandro Rosa ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Medical Practice ◽  
Medical Humanities ◽  
Meta Analysis ◽  
Negative Relationship ◽  
Medical Schools ◽  
The United States ◽  
The Us ◽  
The Uk

Rationale and Objectives Medical humanities are becoming increasingly popular, required, and recognized as positively impacting medical education and medical practice. However, the extent of medical humanities teaching in medical schools is largely unknown. We aimed to review medical school curricula in Canada, the UK, and the US. Our secondary objective was to compare the inclusion of medical humanities in the curricula with rankings of medical schools. Methods We searched the curriculum websites of all accredited medical schools in Canada, the UK, and the US to check which medical humanities topics were taught, and whether they were mandatory or optional. We then noted rankings both by Times Higher Education and U.S. News and World Report and calculated the average rank. We formally explored whether there was an association between average medical school ranking and medical humanities offerings using Spearman’s correlation and inverse variance weighting meta-analysis. Results We identified 18 accredited medical school programmes in Canada, 41 in the UK, and 156 in the US. Of these, 9 (56%) in Canada, 34 (73%) in the UK and 124 (79%) in the US offered at least one medical humanity that was not ethics. The most common medical humanities were Unspecified Medical Humanities, History, and Literature (Canada), Sociology and Social Medicine, Unspecified Medical Humanities, and Art (UK), and Unspecified Medical Humanities, Literature, and History (US). There was a negative relationship between the ranking of the medical school and whether they offered medical humanities. Conclusions The extent and content of medical humanities offerings at accredited medical schools in Canada, the UK, and the US varies. The quality of our analysis was limited by the data provided on the Universities’ curriculum websites. Given the potential for medical humanities to improve medical education and medical practice, this variation should be investigated further.

American Medical Schools and the Practice of Medicine

1987 ◽  
Author(s):  
William G. Rothstein
Keyword(s):  
Higher Education ◽  
Medical Education ◽  
Career Paths ◽  
Historical Development ◽  
Medical Schools ◽  
The United States ◽  
Current Status ◽  
Practice Of Medicine ◽  
American Medicine ◽  
History Of

In this extensively researched history of medical schools, William Rothstein, a leading historian of American medicine, traces the formation of the medical school from its origin as a source of medical lectures to its current status as a center of undergraduate and graduate medical education, biomedical research, and specialized patient care. Using a variety of historical and sociological techniques, Rothstein accurately describes methods of medical education from one generation of doctors to the next, illustrating the changing career paths in medicine. At the same time, this study considers medical schools within the context of the state of medical practice, institutions of medical care, and general higher education. The most complete and thorough general history of medical education in the United States ever written, this work focuses both on the historical development of medical schools and their current status.

Continuing medical education. The next steps

1993 ◽  
Vol 83 (6) ◽  
pp. 355-361
Author(s):  
L Curry
Keyword(s):  
Medical Education ◽  
Continuing Medical Education ◽  
Medical Schools ◽  
Medical Professionals ◽  
The Past ◽  
Significant Change

Continuing medical education has been following essentially the same model for the past seventy years. The past decade has brought such significant change in society's expectations of medical professionals that medical schools, continuing medical education providers, and physicians themselves are being forced to consider alternate models. These pressures for change and possible directions for change are outlined.

Upaya Meningkatkan Hasil Belajar IPA pada Materi Keseimbangan Ekosistem melalui Penerapan Model Contextual Teaching And Learning (CTL) Siswa Kelas VI SD Negeri 1 Manggeng

2020 ◽  
Vol 1 (3) ◽  
pp. 333-340
Author(s):  
Syarifah Roswan
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Outcome ◽  
Learning Model ◽  
Outcome Data ◽  
Contextual Teaching ◽  
Data Collection Technique ◽  
Written Test ◽  
Academic Year

The purpose of this study was to increase the learning outcomes of IPA in the Ecosystem Balance mate-rial through the application of the Contextual Teaching And Learning (CTL) learning model for class VI students of SD Negeri 1 Manggeng for the 2017/2018 academic year. The research methodology is Classroom Action Research (CAR) consisting of two cycles and each cycle consisting of two findings. Each cycle consists of planning, implementing, observing and reflecting. The data collection technique is to collect test scores that are carried out at the end of each lesson in each cycle using a question in-strument (written test). The learning outcome data were analyzed by means of percentage statistics. The results showed that the completeness of student learning outcomes increased from 66,67% in the first cycle and increased to 83,33% in the second cycle. The application of the Contextual Teaching And Learning (CTL) learning model can increase the learning outcomes of IPA in the Ecosystem Balance material of class VI SD Negeri 1 Manggeng for the 2017/2018 academic year

Peningkatan Aktivitas Dan Hasil Belajar Bahasa Indonesia Pada Materi Teks Eksposisi Melalui Model Contextual Teaching And Learning (CTL) Siswa Kelas X IS 3 SMAN 4 Banda Aceh

2020 ◽  
Vol 1 (3) ◽  
pp. 289-298
Author(s):  
Yuslina Yuslina
Keyword(s):  
Language Learning ◽  
Student Learning ◽  
Teaching And Learning ◽  
Learning Model ◽  
Observation Data ◽  
Process Data ◽  
School Year ◽  
Data Collection Technique ◽  
Written Test ◽  
Banda Aceh

he purpose of this study was to increase the activities and results of Indonesian language learning in the exposition text material of class X IS 3 SMAN 4 Banda Aceh. The learning model used in this study is the CTL learning model. The subjects of this study were students of class X IS 3 SMAN 4 Banda Aceh. The number of students is 35 students with 16 male students and 19 female students. This research was conducted in the 2019/2020 school year for a period of 3 months, from August 2019 to October 2019 in the odd semester. The research methodology is Classroom Action Research (PTK) consisting of two cy-cles and each cycle consisting of two meetings. Each cycle consists of planning, implementing, observ-ing and reflecting. The data collection technique is to collect test scores that are carried out at the end of each lesson in each cycle using a question instrument (written test). Observation data was carried out by looking at the activeness of students in the learning process. Data were analyzed by means of percentage statistics. The results showed that there was an increase in student learning activities in both cycles, from good enough to good categories and to very good categories. Completeness of student learning outcomes has increased from 48.57% in the pre cycle increased to 68.57% in cycle I and increased to 88.57% in cycle II. The use of the CTL learning model can increase the activities and results of Indone-sian language learning in the exposition text material of class X IS 3 SMAN 4 Banda Aceh Academic Year 2019/2020

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