Dangayach Neha
Case Western Reserve University, Cleveland, OH, USA.
Indian J Med Ethics. 2012 Jul-Sep;9(3):164-6. doi: 10.20529/IJME.2012.056.
Brought up in the traditional education system in a large teaching hospital in Mumbai, India, I moved on to do specialisation in neurology in the United States of America. The Indian system of pre-medical education mandates early choices between the humanities and the sciences and thus precludes a more well-rounded development of a student. Though medical humanities is not taught as a subject as part of the medical curriculum in India, listening to inspiring and learned teachers and the daily interaction with scores of patients who are willing to submit themselves to examination "in the cause of medical education" is a humbling experience to a sensitive student. I see similar willingness in patients in the United States. However, a formal course in the medical humanities, including arts, literature, and philosophy will surely enrich the experience of a larger number of undergraduates and postgraduates learning the core subjects and help in moulding a more rounded physician.
我在印度孟买一家大型教学医院的传统教育体系中成长，之后前往美国专攻神经学。印度的医学预科教育体系要求学生在人文和科学之间早早做出选择，因此阻碍了学生更全面的发展。虽然在印度，医学人文并不是医学课程的一部分，但聆听鼓舞人心且学识渊博的教师授课，以及每天与众多愿意“为医学教育事业”接受检查的患者互动，对于一个敏感的学生来说是一次令人谦逊的经历。我在美国的患者身上也看到了类似的意愿。然而，一门包括艺术、文学和哲学在内的医学人文正式课程肯定会丰富更多学习核心课程的本科生和研究生的经历，并有助于塑造更全面的医生。
