Introducing Medical Humanities--Use of Humour for Teaching Ethics

2013 ◽  
Vol 3 (4) ◽  
pp. 30-36
Author(s):  
Ayesha Ahmad ◽  
Tamkin Khan ◽  
Shridhar Dwivedi ◽  
Farah Kausar
Keyword(s):  
Communication Skills ◽  
Undergraduate Students ◽  
Medical Humanities ◽  
Medical Curriculum ◽  
Pilot Project ◽  
Medical Schools ◽  
Public Image ◽  
Communication Tool ◽  
Social Commentary ◽  
The Subject

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.

Introducing Medical Humanities--Use of Humour for Teaching Ethics

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.

Clinical Instruction in Insanity

1871 ◽  
Vol 16 (76) ◽  
pp. 528-537 ◽  
Author(s):  
John Sibbald
Keyword(s):  
Clinical Teaching ◽  
Medical Curriculum ◽  
Medical Schools ◽  
Clinical Instruction ◽  
The Subject ◽  
Special Duty

At the meeting of members of the Medico-Psychological Association which took place last November, in Edinburgh, a resolution was passed expressing “a strong opinion as to the necessity of making clinical teaching in insanity imperative in every medical curriculum.” It was agreed that it would not be wise on our part, as an association, to specify the details of those measures, which we hoped the various medical schools might feel disposed to take in furtherance of this object. But it is evidently the special duty of members of this association to consider the subject carefully in every detail, and to be prepared to give a mature opinion upon it.

Medical Humanities

2011 ◽  
pp. 210-227 ◽  
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.

THE PEDIATRICIAN AND THE PUBLIC

PEDIATRICS ◽  
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.

Matrix Completions, Moments, and Sums of Hermitian Squares

2011 ◽  
Author(s):  
Mihály Bakonyi ◽  
Hugo J. Woerdeman
Keyword(s):  
Linear Algebra ◽  
Undergraduate Students ◽  
Complex Analysis ◽  
Measure Theory ◽  
Complex Function ◽  
Complex Function Theory ◽  
Extensive Discussion ◽  
The Subject ◽  
Processing Control ◽  
Developing Area

Intensive research in matrix completions, moments, and sums of Hermitian squares has yielded a multitude of results in recent decades. This book provides a comprehensive account of this quickly developing area of mathematics and applications and gives complete proofs of many recently solved problems. With MATLAB codes and more than two hundred exercises, the book is ideal for a special topics course for graduate or advanced undergraduate students in mathematics or engineering, and will also be a valuable resource for researchers. Often driven by questions from signal processing, control theory, and quantum information, the subject of this book has inspired mathematicians from many subdisciplines, including linear algebra, operator theory, measure theory, and complex function theory. In turn, the applications are being pursued by researchers in areas such as electrical engineering, computer science, and physics. The book is self-contained, has many examples, and for the most part requires only a basic background in undergraduate mathematics, primarily linear algebra and some complex analysis. The book also includes an extensive discussion of the literature, with close to six hundred references from books and journals from a wide variety of disciplines.

The Development of the Communication Skills of Individuals Living in Homes for People with Disabilities

2012 ◽  
Vol 2 (2) ◽  
pp. 56-70
Author(s):  
Petr Kopečný
Keyword(s):  
Czech Republic ◽  
Case Studies ◽  
Social Services ◽  
Communication Skills ◽  
Speech Therapy ◽  
People With Disabilities ◽  
Educational Support ◽  
The Czech Republic ◽  
The Subject ◽  
The Given

This paper concentrates on the area of special educational support provided to individuals living in homes for people with disabilities in the Czech Republic and presents partial research results illustrating the state of the provision of speech therapy to users of social services facilities falling under the jurisdiction of the Ministry of Labour and Social Affairs. The subject of the research is an analysis of support for the development of the communication skills of pupils living in social services facilities. The partial results of the research outline the approaches employed by the managerial staff of the given facilities in implementing special educational procedures, describe forms of speech therapy provision in homes for people with disabilities, and compare the attitudes of teachers and social services staff to the development of communication with the importance attributed to it by speech therapists and demonstrated by the case studies performed.

scholarly journals Variation in performance on common content items at UK medical schools

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
David Hope ◽  
David Kluth ◽  
Matthew Homer ◽  
Avril Dewar ◽  
Richard Fuller ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Standard Setting ◽  
Medical Schools ◽  
Cross Sectional Study ◽  
Pass Rates ◽  
Cross Sectional ◽  
Study Results ◽  
Institutional Differences ◽  
Common Content ◽  
The Impact

Abstract Background Due to differing assessment systems across UK medical schools, making meaningful cross-school comparisons on undergraduate students’ performance in knowledge tests is difficult. Ahead of the introduction of a national licensing assessment in the UK, we evaluate schools’ performances on a shared pool of “common content” knowledge test items to compare candidates at different schools and evaluate whether they would pass under different standard setting regimes. Such information can then help develop a cross-school consensus on standard setting shared content. Methods We undertook a cross-sectional study in the academic sessions 2016-17 and 2017-18. Sixty “best of five” multiple choice ‘common content’ items were delivered each year, with five used in both years. In 2016-17 30 (of 31 eligible) medical schools undertook a mean of 52.6 items with 7,177 participants. In 2017-18 the same 30 medical schools undertook a mean of 52.8 items with 7,165 participants, creating a full sample of 14,342 medical students sitting common content prior to graduation. Using mean scores, we compared performance across items and carried out a “like-for-like” comparison of schools who used the same set of items then modelled the impact of different passing standards on these schools. Results Schools varied substantially on candidate total score. Schools differed in their performance with large (Cohen’s d around 1) effects. A passing standard that would see 5 % of candidates at high scoring schools fail left low-scoring schools with fail rates of up to 40 %, whereas a passing standard that would see 5 % of candidates at low scoring schools fail would see virtually no candidates from high scoring schools fail. Conclusions Candidates at different schools exhibited significant differences in scores in two separate sittings. Performance varied by enough that standards that produce realistic fail rates in one medical school may produce substantially different pass rates in other medical schools – despite identical content and the candidates being governed by the same regulator. Regardless of which hypothetical standards are “correct” as judged by experts, large institutional differences in pass rates must be explored and understood by medical educators before shared standards are applied. The study results can assist cross-school groups in developing a consensus on standard setting future licensing assessment.

scholarly journals Hubert Maitland Turnbull, 1875-1955

1957 ◽  
Vol 3 ◽  
pp. 289-304 ◽  
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.

Interacting Systems in Development

PEDIATRICS ◽  
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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