The educational philosophies behind the medical humanities programs in the united states: An empirical assessment of three different approaches to humanistic medical education
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
Learn more about PhilPapers
Theoretical Medicine and Bioethics 14 (3) (1993)
This study investigates the three major educational philosophies behind the medical humanities programs in the United States. It summarizes the characteristics of the Cultural Transmission Approach, the Affective Developmental Approach, and the Cognitive Developmental Approach. A questionnaire was sent to 415 teachers of medical humanities asking for their perceptions of the amount of time and effort devoted by their programs to these three philosophical approaches. The 234 responses constituted a 54.6% return. The approximately 80:20 gender ratio of males to females and other demographic data on age and educational background were consistent with other studies of the field of medical humanities.Reflections on the results in Table II indicate that some changes need to take place in the teaching of the medical humanities if the perceived ideal is to be achieved. In order for the current teachers of the medical humanities to think that the appropriate philosophies behind the teaching of the medical humanities are being implemented as they should be, much less time and effort need to be devoted to the Cultural Transmission Approach. With no other published reports on the educational philosophies behind the medical humanities programs, this study created a new knowledge base about this relatively young and rapidly emerging field
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
No references found.
Citations of this work BETA
Alan Bleakley (2015). Seven Types of Ambiguity in Evaluating the Impact of Humanities Provision in Undergraduate Medicine Curricula. Journal of Medical Humanities 36 (4):337-357.
Similar books and articles
A. Kuper (2007). The Intersubjective and the Intrasubjective in the Patient Physician Dyad: Implications for Medical Humanities Education. Medical Humanities 33 (2):75-80.
R. Meakin (2002). Medical Humanities in Undergraduate Medical Education—Moving On. Medical Humanities 28 (1):32-32.
R. J. Macnaughton (2004). Medical Humanities and Medical Informatics: An Unlikely Alliance? Is There a Role for Patients' Voices in the Modern Case Record? Medical Humanities 30 (2):57-58.
J. H. Warner (2011). The Humanising Power of Medical History: Responses to Biomedicine in the 20th Century United States. Medical Humanities 37 (2):91-96.
R. Meakin (2001). Education and Debate: Developing the Place of Medical Humanities in Medical Education From School to the Consulting Room. Medical Humanities 27 (1):50-50.
Mark P. Aulisio & L. S. Rothenberg (2002). 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. American Journal of Bioethics 2 (4):3 – 9.
Bradley E. Lewis (1998). Reading Cultural Studies of Medicine. Journal of Medical Humanities 19 (1):9-24.
Daniel M. Fox (1985). Who We Are: The Political Origins of the Medical Humanities. Theoretical Medicine and Bioethics 6 (3).
K. Danner Clouser (1990). Humanities in Medical Education: Some Contributions. Journal of Medicine and Philosophy 15 (3):289-301.
Donnie Self (1988). The Pedagogy of Two Different Approaches to Humanistic Medical Education: Cognitive Vs Affective. Theoretical Medicine and Bioethics 9 (2).
Added to index2009-01-28
Total downloads15 ( #201,209 of 1,781,386 )
Recent downloads (6 months)1 ( #295,005 of 1,781,386 )
How can I increase my downloads?