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Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Cambridge Quarterly of Healthcare Ethics 19 (4):446-457 (2010)
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’ ability to “communicate with patients, to penetrate more deeply into the patient’s wider narrative, and to seek more diverse ways of promoting well being and reducing the impact of illness or disability.”
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References found in this work BETA
T. Hope (1998). Ethics and Law for Medical Students: The Core Curriculum. Journal of Medical Ethics 24 (3):147-148.
Citations of this work BETA
Jennifer Miller & John D. Loike (2012). Biocep. Cambridge Quarterly of Healthcare Ethics 21 (03):409-416.
S. J. Kemp & G. Day (2014). Teaching Medical Humanities in the Digital World: Affordances of Technology-Enhanced Learning. Medical Humanities 40 (2):125-130.
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