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Journal articles on the topic 'Medical humanitie'

Author: Grafiati

Published: 11 March 2023

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1

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

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2

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 (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

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3

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 profession

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4

Wear, Delese. "Cubism and the Medical School Curriculum." OMEGA - Journal of Death and Dying 22, no. 1 (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

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5

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

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6

Lai, Chi-Wan. "“Booster Shots” of Humanism at Bedside Teaching." Asia Pacific Scholar 5, no. 2 (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

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7

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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8

Zhang, Xingli. "Research and Discussion on Cultivation of Creative Humanistic Quality in Biochemistry Teaching." Lifelong Education 9, no. 4 (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

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9

Khidlir, Ivan, Husnul Khotimah, and Bagus Supriyadi. "Peningkatan Kepatuhan Pengobatan Hipertensi melalui Konseling Berbasis Humanistik." Jurnal Penelitian Perawat Profesional 1, no. 1 (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

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10

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

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11

Lewis, W. "Medical humanities." BMJ 327, no. 7413 (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 (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 (2000): 1–2. http://dx.doi.org/10.1136/mh.26.1.1.

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14

Kolarik, Russ. "Medical Humanities." JAMA 294, no. 4 (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 ind

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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’ com

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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, an

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18

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

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19

Fernandes, Elvis Praxedes. "Uma ferramenta para gerenciar a formação humanística do estudante de medicina." O Mundo da Saúde 34, no. 3 (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,

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21

Weissman, Edward. "Medical humanities perspectives." American Journal of Medicine 118, no. 9 (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 (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 (2014): 377–87. http://dx.doi.org/10.1007/s10912-014-9269-5.

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24

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 (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 kin

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25

Crawford, Paul, Brian Brown, Victoria Tischler, and Charley Baker. "Health humanities: the future of medical humanities?" Mental Health Review Journal 15, no. 3 (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 (2012): 1–11. http://dx.doi.org/10.1515/1948-4682.1185.

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28

Dolan, B. "History, Medical Humanities and Medical Education." Social History of Medicine 23, no. 2 (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 (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 (2006): 997. http://dx.doi.org/10.1001/jama.295.9.997-a.

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31

Bogdasarian, Michael A. "The Medical Humanities and Medical Education." JAMA 295, no. 9 (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 (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 (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 (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 (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 (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 (1989): 122–27. http://dx.doi.org/10.1080/10401338909539395.

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42

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

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43

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

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44

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

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45

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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46

O'Neill, Desmond, Elinor Jenkins, Rebecca Mawhinney, et al. "Rethinking the medical in the medical humanities." Medical Humanities 42, no. 2 (2016): 109–14. http://dx.doi.org/10.1136/medhum-2015-010831.

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47

Pfeiffer, Stefani, Yuchia Chen, and Duujian Tsai. "Progress integrating medical humanities into medical education." Current Opinion in Psychiatry 29, no. 5 (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 (2018): 492–96. http://dx.doi.org/10.1080/0142159x.2018.1497151.

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49

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

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50

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

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