scholarly journals MEDICAL HUMANITIES AND ITS ROLE IN SHAPING ETHICS IN MEDICAL GRADUATES

2021 ◽  
Vol 2 (4) ◽  
pp. 209-214
Author(s):  
Pankti Mehta ◽  
Sakir Ahmed
Keyword(s):  
Social Studies ◽  
Medical Ethics ◽  
Medical Humanities ◽  
Medical Training ◽  
Medical Curriculum ◽  
Current Medical ◽  
Medical Graduates ◽  
The Core ◽  
Interdisciplinary Field

Medicine as a field is unique in the sense that the skill to relate to people weighs heavier on the doctor than the skill required to practise it. Medical humanities is an interdisciplinary field that considers issues of health in the context of history, philosophy, social studies, and anthropology among others, enabling students to change their practice from “looking” to “seeing” the patient as a whole. Unfortunately, current medical training is focused on academics with students left on their own to acquire communication and ancillary skills. In the core medical curriculum, a structured training in medical humanities remains lacking. Herein, we discuss the need, student’s perspectives, and the approach going forward in the inculcation of medical humanities in the medical training with a particular focus on medical ethics.

scholarly journals Stories, narratives, scenarios in Medicine

2018 ◽  
Vol 17 (1) ◽  
pp. 3-19
Author(s):  
Jan Parker
Keyword(s):  
Medical Ethics ◽  
Patient Experience ◽  
Trauma Care ◽  
Medical Humanities ◽  
Medical Training ◽  
Special Issue ◽  
Introductory Article ◽  
Art Photography

This Medical Humanities Special Issue critiques and reflects on narrative practices around medical, psychiatric and trauma care. This introductory article explores the affordances of patient experience narratives and scenarios to illuminate lives interrupted by medical and psychological crises while raising questions about the medical ethics, epistemological frameworks and potential pathologising of diagnosing complex conditions. It discusses the problematics and ethics of ‘re-presenting’ trauma in art, photography, film or music and the potential for theatre to raise difficult issues in and beyond medical training.

scholarly journals Predicating Attitude Toward Learning Communication Skills in Medical Students of Shahid Beheshti University

2020 ◽  
Vol 9 (1) ◽  
pp. 21-25
Author(s):  
Maryam Akbarilakeh ◽  
Fahimeh Fargah ◽  
Katatyoun Razjouyan ◽  
Mitra Rahimzadeh
Keyword(s):  
Medical Students ◽  
Personality Traits ◽  
Communication Skills ◽  
Medical Training ◽  
Medical Curriculum ◽  
Attitude Scale ◽  
Negative Attitudes ◽  
Five Dimensions ◽  
Significant Relationships ◽  
Convenience Sampling

Background: The ability of communicating with people is of great importance for physicians. Predicting unknown variables like personality traits is one of the important impressive issues in choosing future medical experts in medical training. Regarding this, medical colleges have training programs all around the world. The present study aimed to investigate the attitude toward learning communication skills based on the personality traits of medical students. Materials and Methods: This correlational study was done in 2019 and the participants were medical students who were selected using a convenience sampling method. Zuckerman-Kuhlman personality questionnaire and communication skills attitude scale (CSAS) were used for data collection. CSAS was used to assess positive and negative attitudes. Results: The results showed that only the sociability dimension among the five dimensions of personality had a significant relationship with attitude toward learning communication skills (P=0.018). Moreover, significant relationships of gender (P=0.022), mother’s education level (P=0.049), and residence (P=0.036) with attitude to learning communication skills were found. Conclusion: According to the results, the dimension of demographic characteristics is effective in improving communication skills of medical students. Therefore, it is recommended that it should be considered in medical curriculum development and revision and modifications.

scholarly journals The validity of the Annual Review of Competence Progression: a qualitative interview study of the perceptions of junior doctors and their trainers

2017 ◽  
Vol 110 (3) ◽  
pp. 110-117 ◽  
Author(s):  
Rowena Viney ◽  
Antonia Rich ◽  
Sarah Needleman ◽  
Ann Griffin ◽  
Katherine Woolf
Keyword(s):  
Assessment Tool ◽  
Medical Training ◽  
Annual Review ◽  
Junior Doctors ◽  
Postgraduate Medical Training ◽  
Medical Graduates ◽  
Qualitative Interview Study ◽  
Negative Perceptions ◽  
Positive Experiences ◽  
Graduate Trainees

Objective To investigate trainee doctors’ and trainers’ perceptions of the validity of the Annual Review of Competence Progression (ARCP) using Messick’s conceptualisation of construct validity. Design Qualitative semi-structured focus groups and interviews with trainees and trainers. Setting Postgraduate medical training in London, Kent Surrey and Sussex, Yorkshire and Humber, and Wales in November/December 2015. Part of a larger study about the fairness of postgraduate medical training. Participants Ninety-six trainees and 41 trainers, comprising UK and international medical graduates from Foundation, General Practice, Medicine, Obstetrics and Gynaecology, Psychiatry, Radiology, and Surgery, at all levels of training. Main outcome measures Trainee and trainer perceptions of the validity of the ARCP as an assessment tool. Results Participants recognised the need for assessment, but were generally dissatisfied with ARCPs, especially UK graduate trainees. Participants criticised the perceived tick-box nature of ARCPs as measuring clerical rather than clinical ability, and which they found detrimental to learning. Trainees described being able to populate their e-portfolios with just positive feedback; they also experienced difficulty getting assessments signed off by supervisors. ARCPs were perceived as poor at identifying struggling trainees and/or as discouraging excellence by focussing on minimal competency. Positive experiences of ARCPs arose when trainees could discuss their progress with interested supervisors. Conclusions Trainee and trainer criticisms of ARCPs can be conceptualised as evidence that ARCPs lack validity as an assessment tool. Ongoing reforms to workplace-based assessments could address negative perceptions of the ‘tick-box’ elements, encourage constructive input from seniors and allow trainees to demonstrate excellence as well as minimal competency, while keeping patients safe.

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.

Medical Ethics and Undergraduate Training

2016 ◽  
pp. 2025-2031
Author(s):  
Ayesha Ahmad ◽  
Pareesa Rabbani ◽  
Shipra Kanwar ◽  
Ranoji Vijaysingh Shinde ◽  
Tamkin Khan
Keyword(s):  
Medical Students ◽  
Medical Ethics ◽  
Undergraduate Students ◽  
Medical Curriculum ◽  
Organ Trafficking ◽  
Cross Sectional ◽  
Professional Misconduct ◽  
Institutional Ethics ◽  
Case Presentations ◽  
Teaching Learning

The study of Medical Ethics [ME] is mandatory for health practitioners because there is hardly an area in medicine that doesn't pose an ethical dilemma. There is lack of awareness among physicians. Training of medical students should equip them to provide the best care to patients in an ethical manner without harm. The aim of this chapter was to assess the awareness of undergraduate students to ME and take inputs about curricular changes as they are important stake holders. A prospective, cross sectional, observational study through a confidential questionnaire was utilized. 86 proformas were fit for analysis. Majority [68.6%] failed to define ME. Most had been exposed to ME in the college or through the print or visual media. Majority could not recall any incident of professional misconduct witnessed by them, while others recounted incidents such as taking gifts from pharmaceutical companies, rudeness to poor patients, mis-diagnosis due to casual approach towards patients, becoming personal with female patients, organ trafficking, conducting sex determination tests etc. Most were unaware about the existence or purpose of an institutional ethics committee. Regarding the need for studying ME 86.04% said they thought it is important. Majority suggested be interactive case presentations as a method of teaching ME. There is gross unawareness among medical students about the definition, scope and purpose of teaching ME. A drastic change in the medical curriculum is required and new and interesting teaching learning methods need to be evolved in order to train our students in ME.

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.

Introduction

2020 ◽  
pp. 1-14
Author(s):  
Pat Croskerry
Keyword(s):  
Decision Making ◽  
Clinical Decision Making ◽  
Clinical Medicine ◽  
Medical Training ◽  
Clinical Decision ◽  
Current Medical ◽  
Dual Process ◽  
Cognitive Sciences ◽  
Clinical Detail ◽  
The Rich

Medical error is one of the leading causes of death, and most of these errors appear to occur in the ways that practitioners’ thoughts and feelings impact their decision making. Major gains have been made in the cognitive sciences in the past few decades that have provided a model for understanding how decisions are made—dual process theory. It is an excellent platform on which to examine the different ways decisions are made. Importantly, it allows for the examination of the pervasive influence of cognitive and affective biases on clinical decision making. Current medical training appears to fall short of what is needed to produce rational decision makers, due to what has been referred to as a mindware gap. Practitioners need to move from routine expertise to a higher level of expertise that will close this gap. A clear difficulty lies in finding ways of understanding and teaching the clinical decision-making process that do not violate the ecological characteristics of real-time clinical practice. By preserving as much as possible the rich clinical detail that makes up clinical medicine, this book attempts to offer important insights into the process.

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.

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