Harvard Medical School, Boston, MA 02115, USA.
Acad Med. 2013 Jul;88(7):921-3. doi: 10.1097/ACM.0b013e3182956017.
This is a commentary in which a fourth-year medical student argues for the relevance of the arts and humanities and the need to sustain medical students' exposure to these through the medical curriculum. She writes that the point of incorporating the visual arts, literature, music, and other arts into the curriculum is not necessarily to "teach" professionalism but, rather, to offer students a viable, lifelong tool to reorient themselves as they move along in their training. The advantages that the humanities offer are multifactorial: They offer a space for discussion about topics such as death and dying-and coping with dying patients-such that students can feel safe and objective in sharing thoughts; they remind students of the patient experience; they eloquently distill muddy feelings into nuanced words; and they serve as an anchoring point for a state of mind that nurtures reflection over the disdain encouraged by the "hidden curriculum" of the wards. The author closes the commentary with excerpts from literature.
这是一篇评论，一位四年级医学生在文中主张艺术和人文学科的相关性，以及有必要通过医学课程让医学生持续接触这些学科。她写道，将视觉艺术、文学、音乐和其他艺术纳入课程的目的不一定是“教授”专业精神，而是为学生提供一个可行的、终身的工具，帮助他们在培训过程中重新定位自己。人文学科提供的优势是多方面的：它们为讨论诸如死亡和临终等话题提供了空间，使学生能够在分享想法时感到安全和客观；它们让学生想起患者的体验；它们用优美的语言将模糊的感觉提炼成细微的词语；它们为一种心态提供了一个锚点，这种心态滋养着反思，而这种反思是被病房“隐性课程”所鼓励的轻视的对立面。作者在评论的结尾引用了文学作品的节选。
