Medical humanities and the on-going search for reliability, authenticity and humility

Kirklin, D

doi:10.1136/medhum-2011-010134

Cited by 3 publications

(3 citation statements)

References 5 publications

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“…One such overarching aim is the cultivation of a critical and questioning attitude toward conventional wisdom, a so-called “countercultural” [ 44 ] perspective on medicine that implicates both personal and professional moral development while situating medicine within a larger sociocultural framework [ 45 , 46 ]. In this view, integrating literature into the curriculum should not blindly support the status quo in medicine, but instead should help learners question their own and the system’s preconceptions and prejudgments [ 47 ] to make transparent the values, culture, and ideology of medicine [ 48 ].…”

Section: Implications Of the Study Of Literature For Medical Professimentioning

confidence: 99%

Medical professionalism: what the study of literature can contribute to the conversation

Shapiro

Nixon

Wear

et al. 2015

Philos Ethics Humanit Med

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Medical school curricula, although traditionally and historically dominated by science, have generally accepted, appreciated, and welcomed the inclusion of literature over the past several decades. Recent concerns about medical professional formation have led to discussions about the specific role and contribution of literature and stories. In this article, we demonstrate how professionalism and the study of literature can be brought into relationship through critical and interrogative interactions based in the literary skill of close reading. Literature in medicine can question the meaning of “professionalism” itself (as well as its virtues), thereby resisting standardization in favor of diversity method and of outcome. Literature can also actively engage learners with questions about the human condition, providing a larger context within which to consider professional identity formation. Our fundamental contention is that, within a medical education framework, literature is highly suited to assist learners in questioning conventional thinking and assumptions about various dimensions of professionalism.

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Section: Implications Of the Study Of Literature For Medical Professimentioning

confidence: 99%

Medical professionalism: what the study of literature can contribute to the conversation

Shapiro

Nixon

Wear

et al. 2015

Philos Ethics Humanit Med

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“…The role of MH should be to "catalyze emancipatory insights" (Kester, 2004) and to create an environment of "sustained critical reflection" (Broderick, 2011). MH should not shore up the status quo in medicine, but instead should help learners question their own and more importantly the system's preconceptions and prejudgments (Kirklin, 2011) to make transparent the values, culture, and ideology of medicine (Dror, 2011). According to this view, MH should provoke discomfort and resistance in learners, and disrupt their conventional thinking (Belling, 2010;Wear, 2006).…”

Section: Models Of Resistancementioning

confidence: 99%

“…Is the aim to make better doctors? How we answer such questions has major implications for defining the outcomes of training in MH and for determining how these outcomes should be measured (Kirklin, 2011). Broderick (2011) usefully distinguishes among various goals of value to the diversity of stakeholders in arts and humanities practices in healthcare settings.…”

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confidence: 99%

Whither (Whether) Medical Humanities? The Future of Humanities and Arts in Medical Education

Shapiro¹

2012

Journal for Learning through the Arts

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Reversing the medical humanities

Scott-Fordsmand

2020

Med Humanities

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The paper offers the concept of reversing the medical humanities. In agreement with the call from Kristeva et al to recognise the bidirectionality of the medical humanities, I propose moving beyond debates of attitude and aptitude in the application and engagement (either friendly or critical) of humanities to/in medicine, by considering a reversal of the directions of epistemic movement (a reversal of the flow of knowledge). I situate my proposal within existing articulations of the field found in the medical humanities meta-literature, pointing to a gap in the current terrain. I then develop the proposal by unfolding three reasons why we might gain something from exploring a reversed knowledge flow. First, a reversed knowledge flow seems to be an inherent—but still to be articulated—possibility in medical humanities and thus provides an opportunity for more knowledge. Second, the current unidirectionality of the field is founded on an inconsistency in the depiction of the connection between medicine and humanities, which risks creating the very divide that medical humanities set out to bridge. Practising a reversal may help avoid this divide. And third, a reversal might help rebalance the internal epistemic power, so as to motivate less external scepticism and in turn displace more external epistemic power towards medical humanities. I end the paper with a remark on precursors for a reversal, and ideas for where to go from here.

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Medical humanities and the on-going search for reliability, authenticity and humility

Cited by 3 publications

References 5 publications

Medical professionalism: what the study of literature can contribute to the conversation

Medical professionalism: what the study of literature can contribute to the conversation

Whither (Whether) Medical Humanities? The Future of Humanities and Arts in Medical Education

Reversing the medical humanities

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