Department of Medicine, The George Washington University, Washington, DC, USA.
Psychol Health Med. 2012;17(6):629-35. doi: 10.1080/13548506.2011.652639. Epub 2012 Feb 7.
Attempts to define professionalism and humanism suggest that qualities such as compliance to values, patient access, doctor-patient relationship, demeanor, professional management, personal awareness, and motivation are prominent thematic components. In this communication, we present a method for instruction in the values of humanism that may help to overcome the "curricular inertia that plagues medical education." Our approach is structured around a technique of testimonial-commentary as a novel approach to teaching humanism that does not rely upon the traditional role-modeling format. To develop effective medical school curricula for teaching humanism, we cannot rely upon the textbooks of normal and abnormal human anatomy and physiology. We must delve into the "unscientific" realms of human identity ranging from sensuality to brutality: self-preservation to sacrifice. Underneath it all, we must acknowledge that there are the ties that bind us together as people. The Seminar on Human Suffering challenges medical school educators to work with the community at large to insure that physicians will be able to serve those that seek their counsel.
尝试定义专业性和人文主义表明，合规价值观、患者可及性、医患关系、举止、专业管理、个人意识和动机等品质是突出的主题组成部分。在本次交流中，我们提出了一种教授人文主义价值观的方法，该方法可能有助于克服“困扰医学教育的课程惰性”。我们的方法围绕着见证评论的技巧展开，这是一种新颖的教授人文主义的方法，不依赖于传统的榜样教学模式。为了开发有效的医学院人文主义教学课程，我们不能仅仅依赖于正常和异常人体解剖学和生理学的教科书。我们必须深入研究从感性到残酷、从自我保护到牺牲的人类身份的“非科学”领域。在这一切之下，我们必须承认，我们作为人类是相互联系的。人类苦难研讨会挑战医学院教育工作者与整个社区合作，以确保医生能够为寻求他们建议的人提供服务。
