The distance between the humanities and medicine: Building a critical thinking mindset by interdisciplinary dialogue through mind mapping

Abstract

In this study, we investigate the gap between the humanities and medicine. We propose a methodology to bridge this gap by fostering critical thinking skills through interdisciplinary dialogue and mind mapping. A critical thinking mindset amongst students could be successfully developed through the use of interdisciplinary dialogue. Our objective is to equip students from diverse academic backgrounds with the ability to effectively evaluate medical and life science information.Our study employs Socratic questioning, interdisciplinary dialogue, and the implementation of structural and relational mind-mapping techniques. Through Socratic questioning, students engage in-depth discussions that challenge their existing knowledge and encourage them to explore different perspectives. This approach facilitates the integration of multiple viewpoints and enhances students' ability to think critically about medical concepts and their implications. To organize and visualize complex information, mind mapping techniques are employed. Structural and relational mind maps help students comprehend the relationships between various concepts and to identify patterns within the subject matter. By visually representing information, students gain a deeper understanding of medical and life science topics and can effectively analyse and synthesize information from a holistic perspective.The findings of the study reveal that the interdisciplinary dialogue approach, coupled with mind-mapping techniques, significantly contributed to the development of critical thinking skills amongst students. Through active participation in discussions and the application of Socratic questioning, students demonstrated improved comprehension of medical concepts and the ability to construct well-informed arguments. This teaching method emphasizes the importance of interdisciplinary collaboration in liberal education. Our findings demonstrate that involving students with different academic majors fosters a collaborative learning environment, where diverse perspectives are valued. This approach not only enhances knowledge exchange but also encourages creativity and innovation in the field of medicine.In conclusion, our study highlights the potential of interdisciplinary dialogue and mind mapping as effective tools to bridge the gap between humanities and medicine. The findings indicate that students who engage in interdisciplinary dialogue and utilize mind-mapping techniques develop a critical thinking mindset, enabling them to proficiently evaluate medical and life science information. By incorporating these approaches into liberal education, students are equipped with the necessary skills to navigate the complexities of the medical field and to contribute to the evolving healthcare challenges of our society.