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An integrative method of teaching medical humanities in the clinical setting.

机译：一种在临床环境中教授医学人文学科的综合方法。

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摘要

In an era where the medical field is revisiting its roots as a science and an art, Medical Humanities has the capability of engaging people in conversation around the topic of humane medicine. The integration of the arts and humanities increases tolerance of diversity, depth of human understanding, an empathy and capacity to care. This dissertation includes eight lessons that integrate the arts and humanities with focused learning strategies based on six humanistic skills: social amenities, verbal communication, nonverbal communication, observational, humanistic, and self-reflection. These lessons serve as a template for a curriculum that can be used in a variety of teaching scenarios: pre-medical, medical, nursing students and on-going education for healthcare providers.; The lessons utilize active learning strategies: discussion, analysis, critical thinking, and synthesis to engage participants. They are based on a heuristic pedagogy where specific examples and tasks aim to evoke a specific understanding from learners. The lessons draw on four sources from the arts and humanities: literature, film, photography, and music. These are chosen because of their potential power to sensitize people to certain realities, increase social consciousness, and enlighten shared values as a society. Reading literature provokes insights and stimulates discussion. Using film as content material allows participants to become more fully engaged in the life, transition, or transformation of a character or idea. Music facilitates the tone of a particular exercise, creating an environment for reflection. Finally, photography serves as a visual work of art that encourages a dialogue between subject and viewer.; The arts and humanities do more than complement medical science; they inform and guide providers to put the theory of humane medicine into practice. This is achieved in part by a "consilience," i.e., a unity of knowledge between medicine and the arts and humanities. This "consilience" challenges each provider to assess his/her role in delivering holistic medicine. It sets before them a mandate, a covenant, and a public promise to not only give competent care but also, practice compassionate and just healthcare.
机译：在医学领域重新植根于科学和艺术的时代，医学人文学科具有让人们参与有关人文医学主题的对话的能力。艺术与人文学科的融合提高了人们对多样性的容忍度，对人类理解的深度，同情心和关怀能力。本论文包括八门课程，将艺术和人文学科与基于六种人文技能的重点学习策略相结合：社交便利，口头交流，非语言交流，观察性，人文主义和自我反思。这些课程可作为课程模板，可用于各种教学场景：医学预科，医学生，护理学学生以及针对医疗保健提供者的持续教育。这些课程利用积极的学习策略：讨论，分析，批判性思维和综合性来吸引参与者。它们基于启发式教学法，其中的特定示例和任务旨在唤起学习者的特定理解。这些课程借鉴了艺术和人文科学的四个方面：文学，电影，摄影和音乐。选择它们是因为它们具有使人们对某些现实敏感，增强社会意识并启发作为社会的共同价值观的潜在能力。阅读文学作品会激发见识并激发讨论。使用电影作为内容材料，可以使参与者更充分地参与角色或想法的生活，过渡或转变。音乐可以促进特定运动的音调，从而营造出反射的环境。最后，摄影是一种视觉艺术作品，可以鼓励主题和观看者之间的对话。艺术和人文科学不仅对医学有补充作用；他们告知并指导医疗服务提供者将人文医学理论付诸实践。这部分是通过“一致性”实现的，即医学与艺术与人文科学之间的知识统一。这种“一致性”要求每个提供者评估他/她在提供整体药物中的作用。它在他们面前设定了一项任务，一项盟约和一项公众承诺，不仅要提供称职的护理，而且要实行富有同情心的和公正的医疗保健。

著录项

  • 作者

    Reeves, Leda E.;

  • 作者单位

    Drew University.;

  • 授予单位 Drew University.;
  • 学科 Health Sciences Education.
  • 学位 D.M.H.
  • 年度 2004
  • 页码 214 p.
  • 总页数 214
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 R-4;
  • 关键词

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