Why do we need the humanities in medicine?

2018 ◽  
Vol 66 (3) ◽  
pp. 889 ◽  
Author(s):  
SunilK Pandya
Keyword(s):  
Humanities In Medicine

Role Plays Used During A Humanities In Medicine Module

2014 ◽  
Vol 4 (2) ◽  
pp. 24-33
Author(s):  
Ravi Shankar ◽  
Kundan K Singh ◽  
Arati Shakya ◽  
Ajaya Kumar Dhakal ◽  
Rano M Piryani
Keyword(s):  
Small Groups ◽  
Medical Humanities ◽  
English Language ◽  
Learning Objectives ◽  
Student Groups ◽  
Medical College ◽  
Humanities In Medicine

A medical humanities (MH) module has been conducted at KIST Medical College, Lalitpur, Nepal for the last four years. The students are divided into small groups and case scenarios, role-plays, paintings and activities are used to explore MH. The module for the fourth batch was conducted from December 2011 to March 2012. In this article the authors provide a brief overview of the MH module, Sparshanam and the learning objectives of different sessions. They provide transcripts of certain role plays conducted during the fourth, fifth and sixth sessions of the module. The role plays were conducted in Nepali with the help and guidance of the facilitators and the written transcripts in English language were provided by different student groups.

On Being a Patient

2012 ◽  
Vol 2 (4) ◽  
pp. 57-59
Author(s):  
Pranab Chatterjee
Keyword(s):  
Medical Education ◽  
Communication Skills ◽  
Education System ◽  
Soft Skills ◽  
Patient Experiences ◽  
Medical Education System ◽  
Good Learning ◽  
Humanities In Medicine ◽  
Learning Points ◽  
Patient Narrative

Published narratives on doctor-as-patient experiences show that physicians become more empathetic once they have gone through the process of being a patient. In this article, in response to a published doctor-as-patient narrative, the author enquires into the possible reason for such empathy-in-hindsight. The objectified and structured medical education system which puts little emphasis on soft skills, a rapidly evolving technological-diagnostic revolution that is distancing the patient from the doctor and lacunae in development of communication skills in doctors come up as probable reasons for this. Narratives of physician-patients provide good learning points, especially with respect to the lacunae in the teaching of empathy, communication and humanities in medicine.

43. IMPLEMENTATION OF A HUMANITIES IN MEDICINE CURRICULUM FOR PEDIATRIC RESIDENTS

2020 ◽  
Vol 20 (7) ◽  
pp. e21-e22
Author(s):  
Samuel Alperin ◽  
Nancy Clemens ◽  
Conor Merritt ◽  
Angela M. Statile ◽  
Daniel Mallon
Keyword(s):  
Pediatric Residents ◽  
Humanities In Medicine

scholarly journals Humanities in medicine: preparing for practice

2013 ◽  
Vol 2 (5-6) ◽  
pp. 332-334 ◽  
Author(s):  
Daryl Ramai ◽  
Shoshanna Goldin
Keyword(s):  
Humanities In Medicine

The Humanities in Medicine

1985 ◽  
Vol 102 (2) ◽  
pp. 270
Author(s):  
JOANNE TRAUTMANN BANKS
Keyword(s):  
Humanities In Medicine

PEDIATRIC BILL OF RIGHTS

PEDIATRICS ◽  
1975 ◽  
Vol 55 (3) ◽  
pp. 370-370
Author(s):  
Susan Andreasen
Keyword(s):  
Informed Consent ◽  
Medical Care ◽  
Young Lady ◽  
National Association ◽  
Parental Consent ◽  
Bill Of Rights ◽  
The Right ◽  
Humanities In Medicine ◽  
Right To Refuse

Recently, while attending a course concerned with Humanities in Medicine I had the pleasure of meeting the 10-year-old daughter of one of the participants. The young lady was party to several of our informal discussions on informed consent and children. She was pleased to hear that a Pediatric Bill of Rights existed but she was most displeased when she read the contents. For the Bill of Rights proposed by the National Association of Childrens Hospitals and Related Institutions1 supports the right of minors to obtain medical care without parental consent if a conflict exists. Susan, objected to this being called the "Pediatric" Bill of Rights for it had little to do with what children would propose. Consequently, she composed a true Pediatric Bill of Rights as follows: 1. Any person regardless of age has the right to refuse pedeatric care. 2. Any person regardless of age has the right to pick there own pedeatrision, if there a girl they can pick a girl, if if there a boy they can pick a boy. 3. Any person regardless of age has the right to not take there medicen if they dont want to. 4. Any person regardless of age has the right not to wear those paperthings at the doctors office. 5. Any person regardless of age has the right not to get weighed at the doctors office.

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