Journal of Medical Humanities 30 (4):209-220 (2009)

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
Keywords Medical humanities  Medical curriculum  Interdisciplinary teaching  Interdisciplinary curriculum
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DOI 10.1007/s10912-009-9091-7
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References found in this work BETA

Bioethics as a Second-Order Discipline: Who is Not a Bioethicist?Loretta Kopelman - 2006 - Journal of Medicine and Philosophy 31 (6):601 – 628.
Beyond Nescience: The Intersectional Insights of Health Humanities.Susan Merrill Squier - 2007 - Perspectives in Biology and Medicine 50 (3):334-347.

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