Bleakley Alan, Marshall Robert, Brömer Rainer
Institute of Clinical Education, Peninsula Medical School, Universities of Exeter and Plymouth, The John Bull Building, Tamar Science Park, Plymouth, Devon, PL6 8BU, United Kingdom.
J Med Humanit. 2006 Winter;27(4):197-213. doi: 10.1007/s10912-006-9018-5.
The medical humanities are often implemented in the undergraduate medicine curriculum through injection of discrete option courses as compensation for an overdose of science. The medical humanities may be reformulated as process and perspective, rather than content, where the curriculum is viewed as an aesthetic text and learning as aesthetic and ethical identity formation. This article suggests that a "humanities" perspective may be inherent to the life sciences required for study of medicine. The medical humanities emerge as a revelation of value inherent to an aesthetic medicine taught and learned imaginatively.
医学人文学科在本科医学课程中通常是通过注入离散的选修课程来实施的，作为对科学课程过多的一种补偿。医学人文学科可以重新表述为过程和视角，而非内容，在这种情况下，课程被视为一篇美学文本，学习则被视为美学和道德身份的形成。本文认为，“人文”视角可能是医学学习所需生命科学所固有的。医学人文学科作为一种通过富有想象力地教授和学习的美学医学所固有的价值的揭示而出现。
