Ramaswamy Radha
Centre for Community Dialogue and Change, Bangalore, India.
Indian J Med Ethics. 2012 Jul-Sep;9(3):174-6. doi: 10.20529/IJME.2012.059.
Medical education fails to address the medical student's many questions, doubts and anxieties about his profession and his own relation to it. Students' growing disillusionment with the profession and increasing disconnect with the realities of the healthcare scene in India have reached critical levels, resulting in a general clamour for reform of the medical curriculum. Many look towards medical humanities for the answer to the problem. Referring to some of the available western thinking and practice of medical humanities (MH), this paper recommends the evolution of an indigenous model which will draw on the growing body of new scholarship on India in the humanities and the social sciences. Some guidelines are offered for starting an MH programme, stressing the need for a flexible and broad-based approach, and a participatory pedagogy focused on students' needs, that draws creatively on available resources. Rather than viewing the 'arts' as a discrete addition to our personalities, an MH programme needs to show us how to integrate the multiple facets of our personalities.
医学教育未能解决医学生对其职业以及自身与该职业的关系所存在的诸多疑问、困惑和焦虑。学生们对该职业日益增长的幻灭感以及与印度医疗场景现实的日益脱节已达到危急程度，导致人们普遍呼吁改革医学课程。许多人寄希望于医学人文来解决这一问题。本文参考了一些现有的西方医学人文（MH）思想与实践，建议发展一种本土模式，该模式将借鉴人文和社会科学领域中关于印度的新学术成果不断增加的趋势。文中提供了一些启动医学人文项目的指导方针，强调需要一种灵活且基础广泛的方法，以及一种以学生需求为重点的参与式教学法，这种教学法要创造性地利用现有资源。医学人文项目不应将“人文艺术”视为对我们个性的一种离散补充，而需要向我们展示如何整合我们个性的多个方面。
