Jones Therese, Blackie Michael, Garden Rebecca, Wear Delese
T. Jones is associate professor, Department of Medicine, and associate director, Center for Bioethics and Humanities, University of Colorado Anschutz Medical Campus, Aurora, Colorado.M. Blackie is associate professor, Department of Family and Community Medicine, Northeast Ohio Medical University, Rootstown, Ohio.R. Garden is associate professor, Center for Bioethics and Humanities, Upstate Medical University, Syracuse, New York.D. Wear is professor, Department of Family and Community Medicine, Northeast Ohio Medical University, Rootstown, Ohio.
Acad Med. 2017 Jul;92(7):932-935. doi: 10.1097/ACM.0000000000001518.
Since the emergence of the field in the 1970s, several trends have begun to challenge the original assumptions, claims, and practices of what became known as the medical humanities. In this article, the authors make the case for the health humanities as a more encompassing label because it captures recent theoretical and pedagogical developments in higher education such as the shift from rigid disciplinary boundaries to multi- and interdisciplinary inquiry, which has transformed humanities curricula in health professions. Calling the area of study health humanities also underscores the crucial distinction between medicine and health. Following a brief history of the field and the rationales that brought humanities disciplines to medical education in the first place-the "why" of the medical humanities-the authors turn to the "why" of the health humanities, using disability studies to illuminate those methodologies and materials that represent the distinction between the two. In addition, the authors make note of how humanities inquiry has now expanded across the landscape of other health professions curricula; how there is both awareness and evidence that medicine is only a minor determinant of health in human populations alongside social and cultural factors; and finally, how the current movement in health professions education is towards interdisciplinary and interprofessional learning experiences for students.
自20世纪70年代该领域出现以来，一些趋势已开始对后来被称为医学人文学科的最初假设、主张和实践提出挑战。在本文中，作者主张使用“健康人文学科”这一涵盖性更强的标签，因为它体现了高等教育领域近期的理论和教学发展，比如从严格的学科界限向多学科和跨学科探究的转变，这一转变改变了健康专业的人文课程。将这一研究领域称为“健康人文学科”也凸显了医学与健康之间的关键区别。在简要介绍该领域的历史以及最初将人文学科引入医学教育的基本原理（即医学人文学科的“为何”）之后，作者转向探讨健康人文学科的“为何”，利用残疾研究来阐明那些体现两者区别的方法和素材。此外，作者还指出人文学科探究如今如何在其他健康专业课程领域得到扩展；人们如何既认识到又有证据表明，在影响人群健康的因素中，医学只是与社会和文化因素并列的一个次要决定因素；最后，健康专业教育当前的趋势是为学生提供跨学科和跨专业的学习体验。
