Bellis Richard T, Frampton Sally, Hadley Gina, Wallis Jennifer, Bleakley Alan, De Luca Gabriele
University of St Andrews, St Andrews, UK.
University of Oxford, Oxford, UK.
Monash Bioeth Rev. 2025 May 28. doi: 10.1007/s40592-025-00249-y.
Medical humanities teaching in UK medical schools has lacked cohesion, having developed opportunistically in different locations. Cohesion is necessary to develop an identifiable community of practice, but within that community there can be multiple readings of what 'medical humanities' are and how they may develop. This article details discussions held by medical humanities scholars teaching in UK medical schools at a workshop in January 2025 at the University of Oxford covering five key areas: the role of humanities scholars in medical schools, patients as partners in medical education, core curriculum teaching, intercalated teaching, and assessment. Our discussion highlights opportunities and challenges facing humanities teaching in UK medical schools today and calls for the creation of a community of medical humanities scholars working in UK medical education embracing diversity of opinion and practices. The article is specifically written as a synopsis of a brainstorming symposium.
英国医学院校的医学人文学科教学缺乏连贯性，是在不同地点随机发展起来的。连贯性对于形成一个可识别的实践共同体是必要的，但在这个共同体内，对于“医学人文学科”是什么以及它们可能如何发展，可能存在多种解读。本文详细介绍了2025年1月在牛津大学举办的一次研讨会上，英国医学院校从事医学人文学科教学的学者们进行的讨论，内容涵盖五个关键领域：人文学者在医学院校中的作用、患者作为医学教育合作伙伴、核心课程教学、插读教学以及评估。我们的讨论突出了当今英国医学院校人文学科教学面临的机遇和挑战，并呼吁创建一个在英国医学教育领域工作的医学人文学科学者共同体，包容意见和实践的多样性。本文是作为一次头脑风暴研讨会的概要专门撰写的。
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