Olding Madeleine Noelle, Rhodes Freya, Humm John, Ross Phoebe, McGarry Catherine
Faculty of Life Sciences and Medicine, King's College London, London, England.
Academic Unit of Medical Education, University of Sheffield, Sheffield, England.
Teach Learn Med. 2022 Apr-May;34(2):223-233. doi: 10.1080/10401334.2021.1982717. Epub 2021 Nov 9.
In recent years, the value and relevance of humanities-based teaching in medical education have become more widely acknowledged. In many medical schools this has prompted additions to curricula that allow students to explore the gray-as opposed to the black and white-areas of medicine through arts, humanities, and social sciences. As curricula have expanded and diversified in this way, both medical educators and students have begun to ask: what is the best way to teach medical humanities?
In this article, five current medical students reflect on their experiences of medical humanities teaching through intercalated BSc programmes in the UK. What follows is a broad exploration of how the incorporation of medical humanities into students' time at university can improve clinical practice where the more rigid, objective-driven, model of medicine falls short.
This article reinforces the merit of moving beyond a purely biomedical model of medical education. Using the student voice as a vector for critique and discussion, we provide a starting point for uncovering the path toward true integration of humanities-style teaching into medical school curricula.
近年来，医学教育中基于人文学科的教学的价值和相关性得到了更广泛的认可。在许多医学院校，这促使课程有所增加，让学生能够通过艺术、人文和社会科学探索医学中灰色（而非非黑即白）的领域。随着课程以这种方式不断扩展和多样化，医学教育工作者和学生都开始问：教授医学人文学科的最佳方式是什么？
在本文中，五名在读医学生反思了他们在英国通过插读理学学士课程接受医学人文学科教学的经历。接下来是对将医学人文学科融入学生大学时光如何能在更为刻板、以客观为导向的医学模式存在不足的方面改善临床实践的广泛探讨。
本文强化了超越纯粹生物医学医学教育模式的价值。以学生的声音作为批评和讨论的载体，我们为揭示将人文风格教学真正融入医学院课程的途径提供了一个起点。
