期刊
JOURNAL OF MEDICAL HUMANITIES
卷 30, 期 4, 页码 209-220出版社
SPRINGER
DOI: 10.1007/s10912-009-9091-7
关键词
Medical humanities; Medical curriculum; Interdisciplinary teaching; Interdisciplinary curriculum
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 renewed interdisciplinarity in the medical humanities and a move away from the territorial aspects of disciplinary knowledge and methods sometimes found in medical humanities practice.
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