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Contribution to Book
Learning Medicine With, From, and Through the Humanities
Understanding Medical Education: Evidence, Theory and Practice (2019)
  • Neville Chiavaroli, University of Melbourne
  • Chien-Da Huang, Chang Gung University
  • Lynn Monrouxe, Chang Gung University
One of the most enduring and widespread ideas about the practice of medicine is that it is both an art and a science. This chapter focuses on the pedagogical application of the humanities to medical and health professional curricula. It considers the issues around medical professionals learning with, from, and through the medical humanities. The chapter briefly addresses medical humanities in non‐Western cultures and how this has been received and critiqued. It draws on a wide range of studies to illustrate the various ways the humanities have been incorporated into medical curricula. The chapter also considers two relatively underappreciated aspects of the place of the humanities in medical curricula: the perspective of students, and the implications of adopting the humanities in cross‐cultural contexts. Providing students with experiential material is not sufficient to build empathy or understanding: it still allows room for spectating as opposed to witnessing.
  • Medical humanities,
  • Medical education,
  • Curriculum,
  • Empathy,
  • Allied health occupations education,
  • Cultural literacy
Publication Date
Kirsty Forrest, Bridget O’Brien and Tim Swanwick
Citation Information
Neville Chiavaroli, Chien-Da Huang and Lynn Monrouxe. "Learning Medicine With, From, and Through the Humanities" 3rdOxford, UKUnderstanding Medical Education: Evidence, Theory and Practice (2019) p. 223 - 237
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