Lunen Jonas Christian
National Research Centre for the Working Environment, Copenhagen, Denmark.
Department of Occupational Health and Social Medicine, Holbæk Hospital, Holbæk, Denmark.
J Med Educ Curric Dev. 2023 Oct 17;10:23821205231207702. doi: 10.1177/23821205231207702. eCollection 2023 Jan-Dec.
Empathy, self-reflection, and inclusion of the medical humanities in medical education are increasingly gaining attention. This seems prudent, as studies indicate that high physician empathy is associated with better patient outcomes and could protect against physician burnout. In addition, utilizing self-reflection has been reported to surge diagnostic accuracy and increase the ability of clinical health care providers. Therefore, in medical education, there is a need to address these, however intricate, most important skills. Not oblivious to this, for decades many medical schools have reaped experience from the humanities, sprouting the field of the medical humanities. However, significant barriers encountered when teaching the medical humanities to medical students are of concern. Consequently, a theory-based, inclusive, representative, and intuitive approach to the teachings is coveted. The aim of this article is to describe and present such an approach. To this end, I introduce a novel , schematizing the path from reading a text to displaying an act of empathy. Ever mindful of the relevance and feasibility to medical students, this article reflects on thoughts and evidence behind the hypothesis; that sense of belonging, self-reflection, and empathy could be gained by reading and discussing literary fiction. Referring to both original research articles, books of popular science, and philosophical considerations, a clear line of reasoning for the inclusion of literary fiction in medical education is made. Thereafter, it is outlined, how-in a medical humanities course at Copenhagen University-specific literary excerpts are utilized to bring forth reflection on different aspects, circumstances, and conditions of being a physician, thereby kindling the medical students' sense of belonging to their profession. As such, this perspective piece demonstrates a concrete approach to how a literary educative technique could manifest.
同理心、自我反思以及将医学人文融入医学教育越来越受到关注。这似乎是明智之举，因为研究表明，医生的高同理心与更好的患者治疗效果相关，并且可以预防医生职业倦怠。此外，据报道，运用自我反思可以提高诊断准确性并增强临床医疗服务提供者的能力。因此，在医学教育中，有必要培养这些无论多么复杂但却至关重要的技能。许多医学院校几十年来一直从人文学科中汲取经验，从而催生了医学人文学科领域，对此并非一无所知。然而，在向医学生教授医学人文时遇到的重大障碍令人担忧。因此，人们渴望一种基于理论、包容、有代表性且直观的教学方法。本文的目的就是描述并呈现这样一种方法。为此，我引入了一种新颖的方法，勾勒出从阅读文本到展现同理心行为的路径。本文始终关注与医学生的相关性和可行性，反思了该假设背后的思想和证据；即通过阅读和讨论文学小说可以获得归属感、自我反思和同理心。参考原创研究文章、科普书籍以及哲学思考，为将文学小说纳入医学教育提出了清晰的推理思路。此后，概述了在哥本哈根大学的医学人文课程中，如何利用特定的文学节选来引发对作为一名医生的不同方面、情况和条件的思考，从而激发医学生对其职业的归属感。因此，这篇观点文章展示了一种文学教育技术如何得以体现的具体方法。
