Holte K, Høye S
Det medisinske fakultet, Universitetet i Oslo.
Tidsskr Nor Laegeforen. 2000 Dec 10;120(30):3770-2.
There is increasing interest in including humanities subjects in the medical curriculum, as a means of accelerating students' personal development and of helping them in their meeting with patients, in order to counteract a perceived communication deficit in the health care system. Traditionally, medical schools have favoured students who concentrate on what is most relevant for their exams, possibly at the expense of reflection, idealism and empathy. As medical students in the University of Oslo, we do not feel that the situation is as bad as some claim it is. Most medical students have a wide range of ability and show interest and involvement in their own as well as their patients' situation. Humanities subjects are included in the curriculum, but it is tempting to see them as "spice" added for flavour and spread out over the course with no clear logic behind it. We do not necessarily see the need for more humanities courses, but we do see a need for more critical evaluation of what is taught. Humanities in the medical education should aim not just at improving communication skills, they should also include perspectives on how health care professionals can take of themselves, and put medicine into a wider scientific and historical perspective.
将人文学科纳入医学课程的兴趣与日俱增，这是加速学生个人发展并帮助他们与患者交流的一种方式，以应对医疗保健系统中存在的明显沟通缺陷。传统上，医学院青睐专注于与考试最相关内容的学生，这可能是以牺牲反思、理想主义和同理心为代价的。作为奥斯陆大学的医学生，我们并不认为情况像有些人声称的那么糟糕。大多数医学生具备广泛的能力，对自身以及患者的情况表现出兴趣并积极参与。人文学科已被纳入课程，但人们很容易将它们视为为增添趣味而添加的“调味品”，在课程中分散分布，背后没有清晰的逻辑。我们不一定认为需要更多的人文课程，但我们确实认为需要对所教授的内容进行更多批判性评估。医学教育中的人文学科不仅应旨在提高沟通技巧，还应包括关于医疗保健专业人员如何自我修养以及将医学置于更广泛的科学和历史背景下的观点。
