Journal articles: 'Medical humanitie'

1

Ahlzén, Rolf. "Medical humanities — arts and humanistic science." Medicine, Health Care and Philosophy 10, no. 4 (July 11, 2007): 385–93. http://dx.doi.org/10.1007/s11019-007-9081-3.

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Qian, Yun, Qixin Han, Weien Yuan, and Cunyi Fan. "Insights into medical humanities education in China and the West." Journal of International Medical Research 46, no. 9 (August 8, 2018): 3507–17. http://dx.doi.org/10.1177/0300060518790415.

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Medical humanity is the soul of health education. Beginning medical students are taught various aspects of basic medicine, such as biochemistry, anatomy, and immunology. However, cultivation of the humanistic aspects of medicine has received increasing attention in recent decades. We performed a comparison study based on a literature search and our experience with medical humanistic courses in Western and Chinese medical colleges. We found both similarities and disparities in humanities courses offered in Western medical colleges and Chinese medical colleges. The delivery of humanities courses, such as medical sociology, medical ethics, medical psychology, and medical history, is widespread and helps to prepare students for their transformation from medical students to skilful medical professionals. Both Western and Chinese medical colleges offer a variety of medical humanistic courses for undergraduate students. Although Chinese medical humanistic education has undergone major changes, it still requires improvement and educators can learn from Western practice. We hope that our analysis will contribute to education reforms in the medical field.

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Spinsanti, Sandro. "La sociologia della salute nell'orizzonte delle Medical Humanities." SALUTE E SOCIETÀ, no. 2 (September 2009): 164–66. http://dx.doi.org/10.3280/ses2009-su2011.

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- Remembering Achille Ardigň's collaboration at the establishments of a magazine dedicated to the Medical Humanities, are highlighted the contributions that health sociology can lead to recovery of all sizes that good medicine should provide. The main objective of a humanistic project in medicine was for Ardigň the passage of the subject from allured to patient, not in the sense of passive expectation, but as the bearer of control and self care.Keywords: Medical Humanities, sociology of health, empowerment of citizens, the relationship between humanities and natural sciences, health professions, patient-physician relationship.Parole chiave: Medical Humanities, sociologia della salute, empowerment del cittadino, rapporto tra scienze umane e scienze della natura, professioni della salute, rapporto medico-paziente.

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Wear, Delese. "Cubism and the Medical School Curriculum." OMEGA - Journal of Death and Dying 22, no. 1 (February 1991): 35–41. http://dx.doi.org/10.2190/lnmh-cvfe-lngf-6yku.

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The rationales for including the medical humanities in the medical school curriculum are well accepted; in many schools the medical humanities are well established. Yet, pedagogical questions remain, and those who teach in such programs and others like them in health care settings find themselves ill-equipped to conceptualize curricular and instructional issues unique to humanistic inquiry in medical settings. This article identifies one such conceptual framework: using cubism as a metaphor to think about the medical humanities curriculum, in this case, imaginative literature portraying death and dying. The author uses Kafka's The Metamorphosis, Tolstoy's The Death of Ivan Ilych, and Olsen's Tell Me a Riddle to illustrate how literary inquiry might enable medical students and other health care providers to think about the lives of their dying patients from multiple perspectives.

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Lizaraso Caparó, Frank, and Enrique Ruiz Mori. "Humanizar la profesión médica." Horizonte Médico (Lima) 16, no. 4 (December 30, 2016): 4–5. http://dx.doi.org/10.24265/horizmed.2016.v16n4.01.

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Lai, Chi-Wan. "“Booster Shots” of Humanism at Bedside Teaching." Asia Pacific Scholar 5, no. 2 (May 5, 2020): 45–47. http://dx.doi.org/10.29060/taps.2020-5-2/pv1085.

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I. INTRODUCTION Most medical education programmes in Taiwan accept students upon high school graduation. Medical education used to consist of seven years with the last year being an internship. Since 2013, medical students have graduated at the end of six years, and the internship has been moved to a postgraduate year. In both formats, students have been offered medical humanities courses in the “pre-med” phase, i.e. the first two years of medical school. From the third year onward, however, students rarely have exposure to subjects related to humanism, other than courses on medical ethics and some problem-based learning case discussions. Moreover, medical students have had very little exposure to humanities in high school. Such limited exposure to humanities during medical school can have detrimental effects on cultivating humanistic physicians in Taiwan.

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Song, Peipei, and Wei Tang. "Emphasizing humanities in medical education: Promoting the integration of medical scientific spirit and medical humanistic spirit." BioScience Trends 11, no. 2 (2017): 128–33. http://dx.doi.org/10.5582/bst.2017.01092.

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Zhang, Xingli. "Research and Discussion on Cultivation of Creative Humanistic Quality in Biochemistry Teaching." Lifelong Education 9, no. 4 (July 22, 2020): 273. http://dx.doi.org/10.18282/le.v9i4.983.

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Fundamentally speaking, medicine is not only a complicated systematic science, it is also a dual-attribute science with natural science and humanistic sociality. Therefore, an excellent medical talent needs not only solid professional basic knowledge but also excellent humanistic qualities. The biochemistry course is a more important basic course in the medical professional education, and the integration of innovative humanities education in biochemistry teaching has a very important guiding role for the students' subsequent learning. Starting from the teaching practice, this article expounds several ways to implement humane quality training in biochemistry teaching.

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Khidlir, Ivan, Husnul Khotimah, and Bagus Supriyadi. "Peningkatan Kepatuhan Pengobatan Hipertensi melalui Konseling Berbasis Humanistik." Jurnal Penelitian Perawat Profesional 1, no. 1 (November 30, 2019): 71–80. http://dx.doi.org/10.37287/jppp.v1i1.19.

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Orang dengan hipertensi wajib patuh dalam pengobatan hipertensi agar terhindar dari komplikasi yaitu kerusakan pada ginjal, jantung, dan otak. Tujuan penelitian ini melalui konseling berbasis humanistik adalah untuk mengetahui peningkatkan kepatuhan pengobatan hipertensi melalui konseling berbasis humanistik. Metode penelitian ini jenis kuantitatif yaitu Quasi Experimental Design bentuk Nonequivalent Control Group Design dengan 50 sample responden, 25 kelompok kontrol dan 25 kelompok perlakuan. Waktu penelitian ini dilakukan pada bulan April sampai dengan Mei tahun 2019 di posyandu lansia nuri I Desa Sumber Kemuning Kecamatan Tamanan Kabupaten Bondowoso. Penelitian eksperimen dengan uji wilcoxon signed rank testpre-test. Didapatkan pada kelompok kontrol p-value = 0,257 > 0,05 dan pada kelompok perlakuan p-value = 0,001 < 0,05. Uji mann-whitney nilai p-value = 0,018. Kesimpulan: pemberian konseling menggunakan metode berbasis humanistik yang dapat meningkatkan kepatuhan pengobatan hipertensi sehingga tidak terjadi komplikasi akibat hipertensi. Kata kunci : hipertensi, humanistik, kepatuhan, konseling EFFECTIVENESS OF GIVING COUNSELING BASED ON HUMANISTIC AND COUNSELING WITHOUT APPROACH TOWARD OBEDIENCE OF MEDICAL HYPERTENSION ABSTRACT People with hypertension are required to comply with they hypertension treatment, in order to be saved from complication. There are kidney, hearth disease, and brain. The purpose of this study is effort to know effectiveness of giving counseling based on humanistic and counseling without approach toward obedience of medical hypertension. This research method is quantities type, namely quasi experimental design. There is non equivalent control group design with 50 sample respondence, 25 of group control and 25 of group treatment. This research do in april till may 2019 in elderly posyandu nuri I Sumber Kemuning village Tamanan sub district in Bondowoso regency. Research experimental with test of Wilcoxon signed rank test pre-test, available in group control p-value = 0.257 > 0.05 and in group experiment p-value = 0.001 < 0.05 test of mann-whitney nilai p-value = 0.018. The result is there is a differences of effectiveness that significant toward giving counseling based on humanistic with giving counseling without approach. Hopefully to the medical officially to use counseling method based on humanistic. So that can increase the obedience of medical hypertension. So the obedience of medical hypertension can increase and nothing complication caused by hypertension. Keywords: counceling, humanistic, hypertension, obedience

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10

Ofri, Danielle. "Medical Humanities." Academic Medicine 92, no. 12 (December 2017): 1657–58. http://dx.doi.org/10.1097/acm.0000000000001983.

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11

Lewis, W. "Medical humanities." BMJ 327, no. 7413 (August 30, 2003): 65s —a—66. http://dx.doi.org/10.1136/bmj.327.7413.s65-a.

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12

Charon, Rita. "Medical Humanities." Annals of Internal Medicine 137, no. 2 (July 16, 2002): 148. http://dx.doi.org/10.7326/0003-4819-137-2-200207160-00028.

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13

Greaves, D. "Medical humanities." Medical Humanities 26, no. 1 (June 1, 2000): 1–2. http://dx.doi.org/10.1136/mh.26.1.1.

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Kolarik, Russ. "Medical Humanities." JAMA 294, no. 4 (July 27, 2005): 495. http://dx.doi.org/10.1001/jama.294.4.499.

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15

Shang, Rongyu, and Yutong Qin. "Research on Humanistic Quality Higher Medical Education Based on Internet of Things and Intelligent Computing." Computational Intelligence and Neuroscience 2022 (March 24, 2022): 1–11. http://dx.doi.org/10.1155/2022/8633190.

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The importance of the humanities in promoting economic and social development is becoming increasingly clear. Combining humanities with higher medical education in order to meet the needs of medical talent training in the new situation has become a key component of higher medical education reform and development. Adult higher medical education is an integral part of higher medical education, but it has different training objectives and training objects than regular higher medical education. These technological advancements are certain to hasten the continued emergence of education cloud or industry cloud, create a good information-based environment for education informatization improvement, and pose technical challenges to resource allocation in intelligent computing environments. Humanistic quality higher medical education based on the Internet of Things and intelligent computing makes the efficient intelligent information system more open, interactive, and coordinated, allowing students and teachers to perceive a variety of teaching resources more comprehensively.

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16

Bai, Jie. "Humanistic Spirit Training of Medical Students Based on Multisource Medical Data Fusion." Computational and Mathematical Methods in Medicine 2022 (July 29, 2022): 1–12. http://dx.doi.org/10.1155/2022/7896367.

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Medical colleges need to strengthen the cultivation of medical students’ humanistic and spiritual literacy. First of all, schools need to change the current educational concept and the cultivation mode of humanistic quality. In educational work, schools should pay attention to the social cognitive skills of medical students, and at the same time pay attention to the cultivation of students’ basic qualities. Schools need to find problems in time, and schools need to take corresponding measures to deal with these problems. Medical colleges need to strengthen the training of medical students’ comprehensive quality and incorporate humanistic education into the goal of all-round development of medical students. Specifically, schools need to adopt a work method of distributed implementation and distributed guidance to fully mobilize the enthusiasm and initiative of school leaders, teachers, and students themselves. Schools need to strengthen inspection and supervision and summarize the experiences and lessons that students have learned in their learning. On this basis, schools need to improve the quality and efficiency of students’ humanities education work. Through the analysis of multisource medical data, this paper conducts research on the working mode of humanistic quality cultivation in medical colleges. Specifically, school education will be people-centered. Schools need to cultivate the humanistic spirit of medical students in the ideological and political education work. This paper conducts mathematical statistical analysis based on multisource medical data and analyzes the differences in the effect of different teaching modes and training methods on the cultivation of medical students’ humanistic spiritual literacy. Based on this, the research proposes recommendations for the future development of medical schools. First of all, schools need to build a humanized classroom, combine skills education with moral education, and improve the learning efficiency of student groups. In addition, schools need to teach students to feel respected and valued. Secondly, schools need to implement human-oriented teaching work to give full play to students’ own talents and personalities. During school education work, schools need to organically combine classroom education and social practice. Schools need to link teaching and real society and link students’ learning process with real life. Schools need to organically combine reading and learning with life, so as to promote the all-round development of students’ humanistic quality.

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17

Wailoo, Keith. "Patients Are Humans Too: The Emergence of Medical Humanities." Daedalus 151, no. 3 (2022): 194–205. http://dx.doi.org/10.1162/daed_a_01938.

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Abstract This essay describes the origins, growth, and transformation of the medical humanities over the past six decades, drawing on the insights of ethicists, physicians, historians, patients, activists, writers, and literature scholars who participated in building the field. The essay traces how the original idea of “humanizing physicians” evolved and how crises from death and dying, to AIDS and COVID-19, expanded humanistic inquiry into health, illness, and the human condition. It examines how a wide array of scholars, professional organizations, disciplinary approaches, academic units, and intellectual agendas came to define the vibrant field. This remarkable growth offers a counterpoint to narratives of decline in the humanities. It is a story of growing relevance shaped by tragedy, of innovative programs in medical schools and on undergraduate campuses, and vital new configurations of ethics, literature, the arts, and history that breathed new life into the study of health and medicine.

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18

Bolton, G. "Boundaries of Humanities: Writing Medical Humanities." Arts and Humanities in Higher Education 7, no. 2 (June 1, 2008): 131–48. http://dx.doi.org/10.1177/1474022208088643.

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Fernandes, Elvis Praxedes. "Uma ferramenta para gerenciar a formação humanística do estudante de medicina." O Mundo da Saúde 34, no. 3 (September 30, 2010): 389–94. http://dx.doi.org/10.15343/0104-7809.20103389394.

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20

Ganyushkina, E. V., M. V. Zolotova, and T. G. Mukhina. "Elective course “Medicine in Literature” as a means of medical students’ professional ethical culture formation." SHS Web of Conferences 113 (2021): 00034. http://dx.doi.org/10.1051/shsconf/202111300034.

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The article considers the pedagogical conditions that ensure the effectiveness of the formation of professional and ethical culture of students in medical specialties. The medical humanities have an important role to play in the humanization of medical education and practice. The authors believe that humanitarian training of medical students should occupy a sufficient place in their educational process; literature in particular can contribute to the formation of a humane specialist. The role of literature is to develop medical students’ abilities to listen, interpret, and communicate. Besides, literary works stimulate students’ sensitive appreciation of the ethical dimensions of medical practice and their critical thinking skills. These abilities and skills are of significant importance for the patient care quality. The elective course «Medicine in Literature» integrated into the medical education at Lobachevsky University is aimed at fostering necessary in the profession humanistic qualities such as mercy, responsiveness, sympathy, empathy. Conducted questionnaire survey among the medical students at Lobachevsky University proved the necessity of developing of professionally significant humanistic personality qualities through the study of literature.

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21

Weissman, Edward. "Medical humanities perspectives." American Journal of Medicine 118, no. 9 (September 2005): 1054–55. http://dx.doi.org/10.1016/j.amjmed.2005.06.010.

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22

Bevins, Michael. "Why Medical Humanities?" American Journal of Bioethics 2, no. 4 (September 2002): 1. http://dx.doi.org/10.1162/152651602320957501.

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23

Chiapperino, Luca, and Giovanni Boniolo. "Rethinking Medical Humanities." Journal of Medical Humanities 35, no. 4 (January 30, 2014): 377–87. http://dx.doi.org/10.1007/s10912-014-9269-5.

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STODDARD, HUGH A., and TOBY SCHONFELD. "A Comparison of Student Performance between Two Instructional Delivery Methods for a Healthcare Ethics Course." Cambridge Quarterly of Healthcare Ethics 20, no. 3 (May 20, 2011): 493–501. http://dx.doi.org/10.1017/s0963180111000181.

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Healthcare ethics has become part of the standard curriculum of students in the health professions. The goals of healthcare ethics education are to give students the skills they need to identify, assess, and address ethical issues in clinical practice and to develop virtuous practitioners. Incorporating the medical humanities into medical school, for example, is intended to foster empathy and professionalism among students and to provide mechanisms for enhanced physician well-being. Yet, despite the long-standing inclusion of the humanities in nursing curricula, increases in the amount and kinds of scientific knowledge essential for clinical practice has resulted in the erosion of the “humanistic arts” from nursing education. One potential solution to this challenge comes with the increase in interprofessional education, where students in a variety of healthcare professions programs come together to learn about issues common to all healthcare fields.

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Crawford, Paul, Brian Brown, Victoria Tischler, and Charley Baker. "Health humanities: the future of medical humanities?" Mental Health Review Journal 15, no. 3 (November 17, 2010): 4–10. http://dx.doi.org/10.5042/mhrj.2010.0654.

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26

Boniolo, Giovanni. "Presentazione. Dalle medical humanities alle biomedical humanities." PARADIGMI, no. 1 (April 2011): 7–10. http://dx.doi.org/10.3280/para2011-001001.

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27

Zimmerman, Thomas, and Richard Marfuggi. "Medical Humanities Role in Medical Education." World Medical & Health Policy 4, no. 2 (July 2012): 1–11. http://dx.doi.org/10.1515/1948-4682.1185.

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Dolan, B. "History, Medical Humanities and Medical Education." Social History of Medicine 23, no. 2 (April 8, 2010): 393–405. http://dx.doi.org/10.1093/shm/hkq005.

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29

Gillies, John. "Compassion, medical humanities and medical education." Education for Primary Care 29, no. 2 (January 26, 2018): 68–70. http://dx.doi.org/10.1080/14739879.2018.1427004.

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30

Spiro, Howard. "The Medical Humanities and Medical Education." JAMA 295, no. 9 (March 1, 2006): 997. http://dx.doi.org/10.1001/jama.295.9.997-a.

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Bogdasarian, Michael A. "The Medical Humanities and Medical Education." JAMA 295, no. 9 (March 1, 2006): 997. http://dx.doi.org/10.1001/jama.295.9.997-b.

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32

Reddy, M. S. "Humanities in Medical Education." Indian Journal of Psychological Medicine 31, no. 2 (July 2009): 57. http://dx.doi.org/10.4103/0253-7176.63573.

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33

Joshi, Anuradha, Anita Singhal, Poonam Loomba, Sonal Grover, Dinesh Badyal, and Tejinder Singh. "Humanities in Medical Education." Journal of Research in Medical Education & Ethics 8, si (2018): 3. http://dx.doi.org/10.5958/2231-6728.2018.00045.8.

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34

Shankar, P. Ravi, and Rano M. Piryani. "Taking medical humanities forward." Journal of Educational Evaluation for Health Professions 8 (July 27, 2011): 7. http://dx.doi.org/10.3352/jeehp.2011.8.7.

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35

Supe, Avinash. "Humanities in medical education." International Journal of Applied and Basic Medical Research 10, no. 4 (2020): 296. http://dx.doi.org/10.4103/ijabmr.ijabmr_604_20.

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36

Murray, Rowena, and Morag K. Thow. "A Medical Humanities Roadshow." Physiotherapy 81, no. 2 (February 1995): 95–102. http://dx.doi.org/10.1016/s0031-9406(05)67053-8.

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37

Jones, Therese, and Delese Wear. "The Medical Humanities: Introduction." Perspectives in Biology and Medicine 50, no. 3 (2007): 317–20. http://dx.doi.org/10.1353/pbm.2007.0030.

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38

Evans, M., and D. Greaves. "Exploring the medical humanities." BMJ 319, no. 7219 (November 6, 1999): 1216. http://dx.doi.org/10.1136/bmj.319.7219.1216.

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39

White, Mary Terrell. "Why Not Medical Humanities?" American Journal of Bioethics 2, no. 4 (September 2002): 34. http://dx.doi.org/10.1162/152651602320957385.

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40

Greaves, D. "Conceptions of medical humanities." Medical Humanities 26, no. 2 (December 1, 2000): 65. http://dx.doi.org/10.1136/mh.26.2.65.

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41

Schwandt, Thomas A. "Evaluating the medical humanities." Teaching and Learning in Medicine 1, no. 3 (January 1989): 122–27. http://dx.doi.org/10.1080/10401338909539395.

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Bresnahan, James F. "Medical Ethics and Humanities." JAMA 304, no. 3 (July 21, 2010): 352. http://dx.doi.org/10.1001/jama.2010.1000.

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Shafer, Audrey. "Medical Humanities and Anesthesiology." ASA Monitor 87, no. 3 (March 1, 2023): 14–15. http://dx.doi.org/10.1097/01.asm.0000921952.54421.70.

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Ravi Shankar, P. "Health humanities." Janaki Medical College Journal of Medical Science 4, no. 2 (March 29, 2017): 1–2. http://dx.doi.org/10.3126/jmcjms.v4i2.17069.

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Shankar, PathiyilRavi. "Medical humanities in medical schools in India." Archives of Medicine and Health Sciences 4, no. 2 (2016): 166. http://dx.doi.org/10.4103/2321-4848.196191.

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O'Neill, Desmond, Elinor Jenkins, Rebecca Mawhinney, Ellen Cosgrave, Sarah O'Mahony, Clare Guest, and Hilary Moss. "Rethinking the medical in the medical humanities." Medical Humanities 42, no. 2 (March 4, 2016): 109–14. http://dx.doi.org/10.1136/medhum-2015-010831.

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Pfeiffer, Stefani, Yuchia Chen, and Duujian Tsai. "Progress integrating medical humanities into medical education." Current Opinion in Psychiatry 29, no. 5 (September 2016): 298–301. http://dx.doi.org/10.1097/yco.0000000000000265.

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48

Wald, Hedy S., Jonathan McFarland, and Irina Markovina. "Medical humanities in medical education and practice." Medical Teacher 41, no. 5 (August 23, 2018): 492–96. http://dx.doi.org/10.1080/0142159x.2018.1497151.

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Masel, Eva Katharina, Anna Kitta, Ruth Koblizek, and Andrea Praschinger. "Using medical comics to highlight medical humanities." Medical Education 54, no. 11 (September 22, 2020): 1049–50. http://dx.doi.org/10.1111/medu.14308.

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Campo, Rafael. "The Medical Humanities and Medical Education—Reply." JAMA 295, no. 9 (March 1, 2006): 997. http://dx.doi.org/10.1001/jama.295.9.997-c.

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Journal articles on the topic 'Medical humanitie'

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