Six domains to develop critical medical humanities.

Abstract

The Clinical TeacherVolume 15, Issue 2 p. 93-97 The Clinical Teacher's Toolbox Six domains to develop critical medical humanities Harry Yi-Jui Wu, Corresponding Author Harry Yi-Jui Wu hyjw@hku.hk Medical Ethics and Humanities Unit, The University of Hong Kong, Hong Kong Bau Institute of Medical and Health Sciences Education, The University of Hong Kong, Hong KongCorresponding author's contact details: Harry Yi-Jui Wu, Medical Ethics and Humanities Unit, The University of Hong Kong, A5-11, William MK Mong Block, Li Ka Shing Faculty of Medicine, 21 Sassoon Road, Hong Kong. E-mail: hyjw@hku.hkSearch for more papers by this author Harry Yi-Jui Wu, Corresponding Author Harry Yi-Jui Wu hyjw@hku.hk Medical Ethics and Humanities Unit, The University of Hong Kong, Hong Kong Bau Institute of Medical and Health Sciences Education, The University of Hong Kong, Hong KongCorresponding author's contact details: Harry Yi-Jui Wu, Medical Ethics and Humanities Unit, The University of Hong Kong, A5-11, William MK Mong Block, Li Ka Shing Faculty of Medicine, 21 Sassoon Road, Hong Kong. E-mail: hyjw@hku.hkSearch for more papers by this author First published: 10 October 2017 https://doi.org/10.1111/tct.12713Citations: 1 Editor's note: There is a growing literature on medical humanities and their incorporation into health professional education curricula. This toolbox article focuses on ‘critical medical humanities’ designed to stimulate deeper thinking and reflection. The author is a medical historian and he uses an example from his own teaching to highlight some of the learning opportunities afforded in this area. The six domains described fall under the headings of identity, gaze, stories, context, citizenship and uncertainty. Although the film that is the vehicle for the discussion may not be known to all of our readers, its themes should resonate with clinical educators. There are many examples of media that may be used to stimulate reflection about patient–professional relationships, the meaning of illness and the uncertainty of clinical practice. We think this is an unusual paper from an interesting perspective, and hope that it stimulates readers to discover more about the humanities and their application to health care. Funding: None. Conflict of interest: None. Acknowledgements: The author would like to thank all of the teachers who contributed to the design of the medical humanities curriculum. Ethical approval: This study does not require ethical approval. Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume15, Issue2April 2018Pages 93-97 RelatedInformation