The nature and severity of respiratory disease are typically expressed with biomedical measures such as pulmonary function, X-rays, blood tests, and other physiological characteristics. The impact of respiratory illness on the sufferer, however, is reflected in the stories patients tell: to themselves, their social environment, and their health care providers. Behavioral research often applies standardized questionnaires to assess this subjective impact. Additional approaches to sampling patients' experience of respiratory illness may, however, provide important and clinically useful information that is not captured by other methods. Herein, we assert that novels, poems, movies, music, and paintings may represent a rich, experiential understanding of the patient's point of view of asthma, cystic fibrosis, lung cancer, and tuberculosis. Examination of these works illustrates the broad range and major impact of respiratory illness on patients' quality of life. We suggest that examining how illness is represented in various art forms may help patients, their social environment, and their health care providers in coping with the illness and in humanizing medical care. Medical students' clinical skills may benefit when illness experiences as expressed in art are incorporated in the medical curriculum. More generally, Narrative Health Psychology, Narrative Medicine, and Medical Humanities deserve more attention in education, training, and clinical care of (respiratory) physicians, medical students, and other health care professionals.

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In many countries courses on Literature and Medicine (LitMed) are part of the medical curriculum, to develop and teach knowledge and skills in the area of Medical Humanities. We describe a LitMed course designed to encourage medical students at a university medical center to incorporate the biopsychosocial model into their clinical skills. A LitMed course for medical students is described and contextualized within the field of medical humanities with a focus on biopsychosocial responses to illness. The components of the course are presented, along with details of specific relevant novels employed, other study materials, and assignment examples. Preliminary evidence for positive course outcomes included students publishing peer reviewed papers, and enthusiastic faculty response. The course also led to renewed initiatives to incorporate LitMed in the medical curriculum. Suggestions for future teaching activities in this area are provided. Teaching a LitMed course is feasible, strengthens the adoption of a biopsychosocial approach in medical students, and is evaluated positively by students and staff from medical schools.

The reconstruction of our historical heritage involves a few fundamental problems. We mention only two. There can be many interpretations of scientific data which can result in different reconstructions: however, the appearance of an image or animation in a digital format out of context is nearly always misleading. Therefore, the verisimilitude of the computer‐based image should be questioned in the same manner as a picture in a journal, but the digital medium seldom facilitates this questioning. Furthermore, the diffusion of visualizations raises concerns; currently there is no established ontology to moderate the process. This article is based on our own experiences and attempts to contribute to this ontology. In this, scientific ‘truth’ will go hand in hand with artistic credibility, which to many may come as a surprise. Copyright © 2003 John Wiley & Sons, Ltd.

Artistic representations of disease are widespread yet largely ignored in health psychology research. In this paper we use two infectious diseases, tuberculosis and the plague, as tracers to study how infectious diseases are represented in novels, films, paintings, and songs. They were represented especially in terms of their causes and seriousness. Studying how diseases are represented in various art forms extends our understanding of how they are socially constructed. This knowledge can also be incorporated into the training of health care providers to sensitize them to issues in patient care.