Abstract
Although the humanities' place in the medical school curriculum has been established, how we can best approach our teaching remains unanswered. A curricular framework which addresses process, as well as subject matter and structure is needed. A process-oriented framework demands that we enhance our student's ability to contextualize experience through multiple realms of meaning; encourage our students in the struggle to find a voice; and once a voice is found, to endow our students with the courage to let it be heard.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
Reference notes
Pellegrino, E.D. (1982) The humanities in medical education.Mobius, 2 133–141.
Association of American Medical College (1986) Integrating human values teaching programs into medical students' clinical education. Washington, D.C.: AAMC.
Phenix, P.H. (1964)Realms of Meaning. New York: McGraw-Hill Book Company, p. 38.
Phenix, p. 232.
Phenix, p. 271
Huenecke, D. (1982) What is curricular theorizing? What are its implications for practice?Educational Leadership. Jan., 290–294.
Greene, M. (1987) Towards Wide-Awakeness: Humanities in the lives of professionals. In D. Wear, M. Kohn, S. Stocker (eds.)Literature and Medicine: A claim for a discipline. McLean, Virginia: Society for Health and Human Values, p. 13.
Green, M. (1975) Curriculum and Consciousness. In W. Pinar (ed.)Curriculum Theorizing. Berkeley: McCutcheon Publishing Corporation, pp. 304–305.
Perry, W.G., Jr. (1968)Forms of intellectual and ethical development in the college years. New York: Holt, Rinehart, and Winston, Inc. p. 3.
Perry, p. 213.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Kohn, M. Context, voice and choice: A curricular framework for the medical humanities. J Med Hum 10, 93–98 (1989). https://doi.org/10.1007/BF01137573
Issue Date:
DOI: https://doi.org/10.1007/BF01137573