Fostering Student Engagement in Medical Humanities Courses
Bibliographic Data
| ID | 15746287 |
|---|---|
| Authors | Carolyn Gaebler (corresponding author), Lisa Soleymani Lehmann (0000-0001-8779-1244) |
| Year | 2014 |
| Volume | 16 |
| Issue | 8 |
| Pages | 595-598 |
| Publication date | 2014-08-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The AMA Journal of Ethic (JOURNAL) |
| Journal identifiers | ISSN: 2376-6980 • E-ISSN: 2376-6980 |
| Publisher | American Medical Association (PUBLISHER • US) |
| DOI | 10.1001/virtualmentor.2014.16.8.ecas1-1408 |
| OpenAlex | W4254420654 |
| Language | EN |
| Citations received | 1 |
| References cited | 3 |
It's a Tuesday afternoon, and Daniel, a first-year medical student, sits down with his classmates in a sunlit conference room to discuss a documentary they have all just watched about the daily lives of wheelchair-bound patients and the challenges of the complex medical system those patients have to navigate. The course in which the documentary was shown is not graded because of the difficulties in assessing what a student learns from the study of the humanities in the medical context. As Daniel sees his classmates logging onto social networking sites on their laptops and only peripherally participating in the discussion, he wonders if the course should be graded, even though it differs from most medical school courses by trying to foster unquantifiable attitudes such as empathy, patience, and comfort with complexity. What is the best way to demonstrate to medical students that the administration believes that studying the humanities is important to the education of a physician
Art · Humanities · Medical education · Medical humanities · Student engagement · Clinical Reasoning and Diagnostic Skills · Empathy and Medical Education · Innovations in Medical Education · Medicine · Psychology
| Citations per year | 0.11 |
|---|---|
| Citation span | 2017 - 2017 (1) |
| Highly cited | No |