Applying a humanistic pedagogy to advance and integrate humane values in a medical school environment

Mp Jama

doi:10.18820/2519593x/pie.v35i1.3

Abstract

Sometimes universities in general are criticised because of impersonal campus environments, or “academic incivility”. However, research shows that this phenomenon is more common in medical schools, pointing to increased levels of stress and incidences of attempted suicide among medical students. The decay in humanitarian attitudes and decline in humane values contribute to stress, although some academics believe that this type of environment is normal for medical students. To confront this criticism, academics should not only focus on cognitive aspects, but also adopt a humanistic pedagogy by integrating humane values in curricular and co-curricular activities of the academic environment. The aim of this paper is to illustrate how a humanistic pedagogy is applied in a Medical School in South Africa, by sharing narratives collected from medical teachers who advance and integrate humane values such as, care, empathy and love in their teaching practice.

Highlights

There are studies that have reported on dehumanising campus environments and the effects on students (Chickering & Gamson, 1987; Wilcox & Ebbs, 1992; Condren et al, 2002; Peréz et al, 2010)
Noddings (2010a:147) states that, “We do not ‘care’ in order to model caring; we model care by caring”
I reported on the humanistic pedagogical practice of teachers in one medical school’s effort to advance and integrate humane values

Summary

Introduction

There are studies that have reported on dehumanising campus environments and the effects on students (Chickering & Gamson, 1987; Wilcox & Ebbs, 1992; Condren et al, 2002; Peréz et al, 2010). The University of the Free State (UFS) in Bloemfontein, South Africa (SA), endeavours to be recognised as an excellent institution in two of its performance areas, namely (i) the academic project, which focuses on excellence in teaching, learning and research, and (ii) the human project, with its focus on reconciliation and social justice (UFS Integrated Report, 2013). During these interactions and engagements, I have gained rich information on the many challenges that students face in academic environments. Being from a similar social and school background as some of the students, I have realised the significance of adopting a humanistic pedagogy to advance and integrate humane values in a medical school environment, which is sometimes perceived as being inhumane

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