Results for ' medical humanities'

985 found
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  1. The Medical Humanities as an Elephant Seen by Blind Men.Judith Andre - 2001 - Medical Humanities Review.
    Because the medical humanities are multidisciplinary, participants tend to see one another's work through their own disciplinary lens. This can lead to misinterpretations.
     
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  2. Le medical humanities nella formazione al lavoro di cura.L. Zannini - 2011 - ENCYCLOPAIDEIA 15 (31):75-89.
    Lo scopo del presente lavoro è quello di esplorare nella letteratura sanitaria internazionale il ruolo delle humanities nella formazione al lavoro di cura, offrendo una prospettiva “interna” rispetto ai temi in questione. A partire da una ricerca bibliografica nella banca dati PubMed, con le parole chiave “medical humanities” e “caring”, si analizzerà il significato di questi termini in alcuni ambiti sanitari, esaminando se e perché le medical humanities vengono considerate un valido metodo per formare professionisti (...)
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  3. Do medical schools teach medical humanities? Review of curricula in the United States, Canada and the United Kingdom.Jeremy Howick, Lunan Zhao, Brenna McKaig, Alessandro Rosa, Raffaella Campaner, Jason Oke & Dien Ho - 2021 - Journal of Evaluation in Clinical Practice (1):86-92.
    Rationale and objectives: Medical humanities are becoming increasingly recognized as positively impacting medical education and medical practice. However, the extent of medical humanities teaching in medical schools is largely unknown. We reviewed medical school curricula in Canada, the UK and the US. We also explored the relationship between medical school ranking and the inclusion of medical humanities in the curricula. -/- Methods: We searched the curriculum websites of all accredited (...)
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  4.  27
    Medical Humanities Teaching in North American Allopathic and Osteopathic Medical Schools.Craig M. Klugman - 2018 - Journal of Medical Humanities 39 (4):473-481.
    Although the AAMC requires annual reporting of medical humanities teaching, most literature is based on single-school case reports and studies using information reported on schools’ websites. This study sought to discover what medical humanities is offered in North American allopathic and osteopathic undergraduate medical schools. An 18-question, semi-structured survey was distributed to all 146 member schools of the American Association of Medical Colleges and the American Association of Colleges of Osteopathic Medicine. The survey sought (...)
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  5.  9
    Medical Humanities Companion.Martyn Evans, Rolf Ahlzén, Pekka Louhiala & J. Jill Gordon (eds.) - 2008 - Radcliffe Publishing.
    Using fictionalized case studies this series follows four patients through the medical process, from onset through Diagnosis, Treatment and PrognosisVolume 1: Symptom. Examines the idea of 'symptom' as a route to understanding the structure of clinical practice -- Volume 2: Diagnosis. Explores the meaning of 'diagnosis' as a complex, culturally mediated interaction between individuals, scientific discoveries, social negotiation and historical change. -- Volume 3: Treatment. Considers the concept of treatment as an active process which produces an outcome, be it (...)
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  6.  25
    Medical humanities.Martyn Evans & Ilora G. Finlay (eds.) - 2001 - London: BMJ.
    The purpose of medical humanities is to improve the delivery of effective health care through a better understanding of disease in society, and in the individual. The interfaces between the science of medicine and the arts, philosophy, sociology and law interpret causes and effects of disease. The field of medical ethics is the most prominent offspring of this wider debate, yet the context of disease in the life of the individual and of society is profound and far-reaching. (...)
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  7.  37
    Medical humanities: an aid to ethical discussions.A. R. Moore - 1977 - Journal of Medical Ethics 3 (1):26-32.
    'The ethical landscape', the title given to part of a course devised by Mr. Moore, is described in full in this paper. The whole course is a new adventure in medical education designed to help students to explore the ethical problems in the practice of medicine. The 'ethical landscape' is seen through discussion based on passages from literature depicting doctors' and patients' dilemmas. As the results summarized in the tables show, the students found the course well worth while, and (...)
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  8.  38
    Medical Humanities: An Introduction.Thomas R. Cole, Nathan Carlin & Ronald A. Carson - 2014 - New York, NY: Cambridge University Press. Edited by Nathan Carlin & Ronald A. Carson.
    This textbook brings the humanities to students in order to evoke the humanity of students. It helps to form individuals who take charge of their own minds, who are free from narrow and unreflective forms of thought, and who act compassionately in their public and professional worlds. Using concepts and methods of the humanities, the book addresses undergraduate and premed students, medical students, and students in other health professions, as well as physicians and other healthcare practitioners. It (...)
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  9.  11
    Le medical humanities al tempo del Covid-19: temi, problemi, prospettive.Stefano Scioli (ed.) - 2021 - Città di Castello (PG): I libri di Emil.
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  10.  36
    The Medical Humanities and the Perils of Curricular Integration.Neville Chiavaroli & Constance Ellwood - 2012 - Journal of Medical Humanities 33 (4):245-254.
    The advent of integration as a feature of contemporary medical curricula can be seen as an advantage for the medical humanities in that it provides a clear implementation strategy for the inclusion of medical humanities content and/or perspectives, while also making its relevance to medical education more apparent. This paper discusses an example of integration of humanities content into a graduate medical course, raises questions about the desirability of an exclusively integrated approach, (...)
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  11.  8
    Medical humanities: la nuova frontiera delle spiritualità.Alessandra Luciano - 2020 - Milano: Mimesis.
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  12. Declaration of Helsinki. Ethical Principles for Medical Research Involving Human Subjects.World Medical Association - 2009 - Jahrbuch für Wissenschaft Und Ethik 14 (1):233-238.
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  13.  51
    Medical humanities: lineage, excursionary sketch and rationale.Brian Hurwitz - 2013 - Journal of Medical Ethics 39 (11):672-674.
    Medical Humanities the journal started life in 2000 as a special edition of the JME. However, the intellectual taproots of the medical humanities as a field of enquiry can be traced to two developments: calls made in the 1920s for the development of multidisciplinary perspectives on the sciences that shed historical light on their assumptions, methods and practices; refusals to assimilate all medical phenomena to a biomedical worldview. Medical humanities the term stems from (...)
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  14.  53
    Medical humanities' challenge to medicine.Jane Macnaughton - 2011 - Journal of Evaluation in Clinical Practice 17 (5):927-932.
  15.  42
    Rethinking Medical Humanities.Luca Chiapperino & Giovanni Boniolo - 2014 - Journal of Medical Humanities 35 (4):377-387.
    This paper questions different conceptions of Medical Humanities in order to provide a clearer understanding of what they are and why they matter. Building upon former attempts, we defend a conception of Medical Humanities as a humanistic problem-based approach to medicine aiming at influencing its nature and practice. In particular, we discuss three main conceptual issues regarding the overall nature of this discipline: (i) a problem-driven approach to Medical Humanities; (ii) the need for an (...)
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  16.  47
    The Medical Humanities: Toward a Renewed Praxis. [REVIEW]Delese Wear - 2009 - Journal of Medical Humanities 30 (4):209-220.
    In this essay, I explore medical humanities practice in the United States with descriptions offered by fifteen faculty members who participated in an electronic survey. The questions posed focused on the desirability of a core humanities curriculum in medical education; on the knowledge, skills, and values that are found in such a curriculum; and on who should teach medical humanities and make curriculum decisions regarding content and placement. I conclude with a call for a (...)
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  17.  7
    19 Medical Humanities With and Beyond Bioethics – Disciplinary Diversification in Medicine Facing the Complexity of the Bio-Cultural Corporeality.Mariacarla Gadebusch Bondio - 2024 - In Rosi Braidotti, Hiltraud Casper-Hehne, Marjan Ivković & Daan F. Oostveen, The Edinburgh Companion to the New European Humanities. Edinburgh University Press. pp. 361-370.
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  18.  30
    Medical humanities — arts and humanistic science.Rolf Ahlzén - 2007 - Medicine, Health Care and Philosophy 10 (4):385-393.
    The nature and scope of medical humanities are under debate. Some regard this field as consisting of those parts of the humanistic sciences that enhance our understanding of clinical practice and of medicine as historical phenomenon. In this article it is argued that aesthetic experience is as crucial to this project as are humanistic studies. To rightly understand what medicine is about we need to acknowledge the equal importance of two modes of understanding, intertwined and mutually reinforcing: the (...)
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  19.  21
    18. Medical Humanities: Concepts, Practices and Perspectives.Rosi Braidotti & Daan F. Oostveen - 2024 - In Rosi Braidotti, Hiltraud Casper-Hehne, Marjan Ivković & Daan F. Oostveen, The Edinburgh Companion to the New European Humanities. Edinburgh University Press. pp. 349-360.
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  20.  48
    The Medical Humanities Today: Humane Health Care or Tool of Governance? [REVIEW]Alan Petersen, Alan Bleakley, Rainer Brömer & Rob Marshall - 2008 - Journal of Medical Humanities 29 (1):1-4.
    The medical humanities have been presented as a panacea for medical reductionism; a means for ‘humanizing’ medicine. However, there is a lack of consensus about the appropriate contributing disciplines and how curricula should be taught and assessed. This special issue critically examines the role of the medical humanities in medical education and their potential to serve, inadvertently or otherwise, as a tool of governance. The contributors, who include medical educators and medical practitioners, (...)
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  21.  50
    Medical humanities: stranger at the gate, or long-lost friend? [REVIEW]H. M. Evans - 2007 - Medicine, Health Care and Philosophy 10 (4):363-372.
    Medical humanities” is a phrase whose currency is wider than its agreed meaning or denotation. What sort of study is it, and what is its relation to the study of philosophy of medicine? This paper briefly reviews the origins of the current flowering of interest and activity in studies that are collectively called “medical humanities” and presents an account of its nature and central enquiries in which philosophical questions are unashamedly central. In the process this paper (...)
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  22.  20
    Authorship in the Medical Humanities: Breaking Cross-field Boundaries or Maintaining Disciplinary Divides?Róisín King, Jana Al-Khabouri, Brendan Kelly & Desmond O’Neill - 2019 - Journal of Medical Humanities 43 (1):65-71.
    PurposeMedical humanities is a field which implies collaborative work across disciplines although the degree to which this actually occurs is unknown. Our purpose was to determine the degree of joint work in medical humanities through analysis of authorship and acknowledgements in the two main medical humanities journals.MethodsObservational survey of authorship. We studied authorship data in all papers published in the two major general medical humanities journals between 2009 and 2018.ResultsTwo-thirds of papers had single (...)
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  23.  22
    The Impact of Baccalaureate Medical Humanities on Subsequent Medical Training and Practice: A Physician-Educator’s Perspective.Lauren Barron - 2017 - Journal of Medical Humanities 38 (4):473-483.
    This reflective essay is an attempt to organize trends in feedback I have observed during ten years of coursework, conversations, and correspondence with former students associated with the Medical Humanities Program at Baylor University. Over the years, recurrent themes arise when speaking with alumni about whether and how their medical humanities experience intersects with their current training. I have identified five particular domains in which baccalaureate medical humanities training affects students’ subsequent healthcare professions training (...)
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  24.  50
    Establishing a Medical Humanities Program in Israel: Challenges and Solutions.Dorith Shaham, Leonid Kandel & Alexander Gural - 2011 - The European Legacy 16 (3):307-315.
    In the 2007–8 academic year, the Hebrew University – Hadassah Medical School established a three-year Medical Humanities program. We developed a spiral curriculum addressing three main concepts: moral reasoning, professionalism, and the social and cultural context of medicine, each of which is revisited during the entire period of studies on a higher level. The courses—encompassing topics applicable to medicine in general as well as subjects of special significance to physicians in Israel—are taught in a combination of frontal (...)
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  25.  86
    Rejecting Medical Humanism: Medical Humanities and the Metaphysics of Medicine.Jeffrey P. Bishop - 2008 - Journal of Medical Humanities 29 (1):15-25.
    The call for a narrative medicine has been touted as the cure-all for an increasingly mechanical medicine. It has been claimed that the humanities might create more empathic, reflective, professional and trustworthy doctors. In other words, we can once again humanise medicine through the addition of humanities. In this essay, I explore how the humanities, particularly narrative medicine, appeals to the metaphysical commitments of the medical institution in order to find its justification, and in so doing, (...)
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  26. Reversing the medical humanities.Helene Scott-Fordsmand - 2023 - Medical Humanities 49:347-360.
    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 (...)
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  27.  37
    The Medical Humanities Effect: a Pilot Study of Pre-Health Professions Students at the University of Rochester.Clayton J. Baker, Margie Hodges Shaw, Christopher J. Mooney, Susan Dodge-Peters Daiss & Stephanie Brown Clark - 2017 - Journal of Medical Humanities 38 (4):445-457.
    Qualitative and quantitative research on the impact of medical and health humanities teaching in baccalaureate education is sparse. This paper reviews recent studies of the impact of medical and health humanities coursework in pre-health professions education and describes a pilot study of baccalaureate students who completed semester-long medical humanities courses in the Division of Medical Humanities & Bioethics at the University of Rochester. The study format was an email survey. All participants were (...)
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  28.  76
    Medical Humanities: An E-Module at the University of Manchester.Simona Giordano - 2010 - Cambridge Quarterly of Healthcare Ethics 19 (4):446-457.
    The importance of humanities in the medical curriculum is increasingly recognized. For example, in the United Kingdom, The General Medical Council, which is an independent body established under the Medical Act 1858 and responsible, among other things, for fostering good medical practice and promoting high standards of medical education, in its publication Tomorrow’s Doctors, encouraged inclusion of humanities in the medical curriculum. Literature, arts, poetry, and philosophy are thought to foster the doctors’ (...)
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  29.  63
    Defining the Medical Humanities: Three Conceptions and Three Narratives. [REVIEW]Howard Brody - 2011 - Journal of Medical Humanities 32 (1):1-7.
    The definition of ‘medical humanities’ may be approached via three conceptions—the humanities as a list of disciplines, as a program of moral development, and as a supportive friend. The conceptions are grounded by linking them to three narratives—respectively, the history of the modern liberal arts college; the history of Petrarch and the studia humanitatis of the early Renaissance; and the life of Sir William Osler. The three conceptions are complementary, each filling gaps in one or more of (...)
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  30.  49
    Teaching medical humanities through film discussions.Donnie J. Self & DeWitt C. Baldwin - 1990 - Journal of Medical Humanities 11 (1):23-37.
    Following a brief consideration of two contrasting purposes for teaching the medical humanities, a description is given of a film discussion elective course. In contrast to the usual teaching of medical ethics which is primarily a cognitive activity emphasizing the development of a code of principles such as justice, autonomy, and beneficence, the film discussion elective was primarily an affective activity emphasizing the development of an ethical ideal of caring, relatedness, and sensitivity to others. The pass/fail elective, (...)
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  31.  50
    Medical humanities: Introduction to the theme. [REVIEW]William E. Stempsey - 2007 - Medicine, Health Care and Philosophy 10 (4):359-361.
    The Twentieth European Conference on Philosophy of Medicine and Health Care was held in Helsinki, Finland, in August 2006 and highlighted the theme “Medicine, Philosophy and the Humanities.” The four papers in this thematic section are developed from presentations made at that conference.They are the work of physicians and philosophers and present fundamentally philosophical reflections on the medical humanities. The authors show that philosophy offers both a substantial way of humanizing the theory and practice of medicine and (...)
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  32.  43
    Medical humanities and philosophy: Is the universe expanding or contracting? [REVIEW]William E. Stempsey - 2007 - Medicine, Health Care and Philosophy 10 (4):373-383.
    The question of whether the universe is expanding or contracting serves as a model for current questions facing the medical humanities. The medical humanities might aptly be described as a metamedical multiverse encompassing many separate universes of discourse, the most prominent of which is probably bioethics. Bioethics, however, is increasingly developing into a new interdisciplinary discipline, and threatens to engulf the other medical humanities, robbing them of their own distinctive contributions to metamedicine. The philosophy (...)
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  33.  37
    The Ethical Imperative of Medical Humanities.Geoffrey Rees - 2010 - Journal of Medical Humanities 31 (4):267-277.
    Medical humanities purchases its presence on the medical side of university campuses by adopting as its own the ends of medicine and medical ethics. It even justifies its presence by asserting promotion of those ends as an ethical imperative, most of all to improve the caring in medical care. As unobjectionable, even praiseworthy, as this imperative appears, it actually constrains the possibilities for interpersonal relationship in the context of medical practice. Development of those possibilities (...)
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  34.  23
    Joining Humanity and Science: Medical Humanities, Compassionate Care, and Bioethics in Medical Education.Stephen G. Post & Susan W. Wentz - 2022 - Perspectives in Biology and Medicine 65 (3):458-468.
  35.  30
    Two conceptions of medical humanities.David Greaves - 2001 - Nursing Philosophy 2 (3):270–271.
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  36.  36
    A Compelling Practice: Empowering Future Leaders in the Medical Humanities[REVIEW]Aliye Runyan, Katherine Ellington & Andrea Wershof Schwartz - 2013 - Journal of Medical Humanities 34 (4):493-495.
    Medical students and faculty explore the medical humanities for diverse reasons: as a medium for self-reflection, a means to cultivate professionalism and humanism, and a way to gain an appreciation for the broader contexts in which illness and health occur. One important area for development is increasing the exposure of learners and clinicians of various levels of training to the medical humanities and to role models in the field. Student-led programs in the medical (...) at the American Medical Student Association (AMSA) address these needs by offering unique opportunities for learning and sharing experiences. AMSA programs connect physicians-in-training using technology to create virtual communication and learning opportunities. These include monthly book discussion webinars, the Writers' Institute and the Medical Humanities Scholars Program (MHSP). (shrink)
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  37.  53
    Bioethics, Medical Humanities, and the Future of the "Field": Reflections on the Results of the ASBH Survey of North American Graduate Bioethics/medical Humanities Training Programs.Mark P. Aulisio & L. S. Rothenberg - 2002 - American Journal of Bioethics 2 (4):3 – 9.
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  38.  33
    Medical Humanities and Cultural Studies: Lessons Learned from an NEH Institute. [REVIEW]Susan M. Squier & Anne Hunsaker Hawkins - 2004 - Journal of Medical Humanities 25 (4):243-253.
    In this essay, the directors of an NEH Institute on “Medicine, Literature, and Culture” consider the lessons they learned by bringing humanities scholars to a teaching hospital for a month-long institute that mingled seminar discussions, outside speakers and clinical observations. In an exchange of letters, they discuss the productive tensions inherent in approaching medicine from multiple perspectives, and they argue the case for a broader conception of medical humanities that incorporates the methodologies of cultural studies.
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  39.  4
    The Edinburgh companion to the critical medical humanities.Anne Whitehead, Angela Woods, Sarah J. Atkinson, Jane Macnaughton & Jennifer Richards (eds.) - 2016 - Edinburgh: Edinburgh University Press.
    In this landmark Companion, expert contributors from around the world map out the field of the critical medical humanities. This is the first volume to comprehensively introduce the ways in which interdisciplinary thinking across the humanities and social sciences might contribute to, critique and develop medical understanding of the human individually and collectively. The thirty-six newly commissioned chapters range widely within and across disciplinary fields, always alert to the intersections between medicine, as broadly defined, and critical (...)
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  40. Medical humanities: means, ends, and evaluation.Robin Downie - forthcoming - Medical Humanities.
     
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  41.  49
    Medical humanities and philosophy of medicine.Wim Dekkers & Bert Gordijn - 2007 - Medicine, Health Care and Philosophy 10 (4):357-358.
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  42.  33
    Reflective Writing about Near-Peer Blogs: A Novel Method for Introducing the Medical Humanities in Premedical Education.Rachel Conrad Bracken, Ajay Major, Aleena Paul & Kirsten Ostherr - 2021 - Journal of Medical Humanities 42 (4):535-569.
    Narrative analysis, creative writing, and interactive reflective writing have been identified as valuable for professional identity formation and resilience among medical and premedical students alike. This study proposes that medical student blogs are novel pedagogical tools for fostering peer-to-peer learning in academic medicine and are currently underutilized as a near-peer resource for premedical students to learn about the medical profession. To evaluate the pedagogical utility of medical student blogs for introducing core themes in the medical (...)
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  43.  31
    Reconsidering Empathy: An Interpersonal Approach and Participatory Arts in the Medical Humanities.Erica L. Cao, Craig D. Blinderman & Ian Cross - 2021 - Journal of Medical Humanities 42 (4):627-640.
    The decline of empathy among health professional students, highlighted in the literature on health education, is a concern for medical educators. The evidence suggests that empathy decline is likely to stem more from structural problems in the healthcare system rather than from individual deficits of empathy. In this paper, we argue that a focus on direct empathy development is not effective and possibly detrimental to justice-oriented aims. Drawing on critical and narrative theory, we propose an interpersonal approach to enhance (...)
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  44.  12
    Medical Humanities and the Contemporary Novel.Tony Miksanek - 2024 - Journal of Medical Humanities 45 (4):465-465.
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  45.  46
    Introduction: Spatial Perspectives and Medical Humanities.Sarah Atkinson, Ronan Foley & Hester Parr - 2015 - Journal of Medical Humanities 36 (1):1-4.
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  46.  26
    Why Medical Humanities?Michael Bevins - 2002 - American Journal of Bioethics 2 (4):1-1.
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  47.  60
    De-medicalizing the Medical Humanities.Otniel E. Dror - 2011 - The European Legacy 16 (3):317-326.
    In this essay I argue that the integration of the humanities into “medical humanities” has implicitly medicalized the humanities. This medicalization of the humanities suppresses those dimensions of the humanities that can most significantly contribute to medicine. I present my argument by studying the critical and crucial gap between the humanities as they are presented and taught in the context of medical schools, often as a set of skills, sensitivities, and competencies, and (...)
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  48.  3
    Guest Editorial: Medical Humanities and COVID-19/Post-COVID-19 Challenges.Sofia Morberg Jämterud, Anna Bredström & Kristin Zeiler - 2025 - Journal of Medical Humanities 46 (1):1-2.
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  49.  22
    Medical Humanities and Disability Studies: In/Disciplines, by Stuart Murray. London: Bloomsbury Academic, 2023.Kristi L. Kirschner - 2024 - Journal of Medical Humanities 45 (3):337-339.
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  50.  31
    Why not medical humanities?Mary Terrell White - 2002 - American Journal of Bioethics 2 (4):34.
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