Abstract Manager

Workshop

WD1-3

no

General Call (Workshop, Oral Presentation, Poster Presentation)

Workshop

Incorporating medical humanities curriculum in your program: art as a window to clinician' psyche

Medicine unites science and art; its mandate is to heal patients rather than to fix disembodied problems with evidence-based precision. Such healing demands a scientific method that is coupled with the myriad elements that collectively form the living Art of medicine. There are many who practice medicine and - privately or publicly - strive to capture the images, the stories, the poetry, and even the music of those moments of joy, tragedy, loss, recovery, life, and death. This effort to reflect upon and articulate the universal human condition through the lens of health, of sickness, and of death, constitutes the medical humanities, and exemplifies the convergence of Science and Art intrinsic to every clinical encounter. Within the discipline of the medical humanities, narrative medicine and reflective writing in particular can deepen our understanding of our patients and our experiences caring for them [1]. And just as physiology is applied to understand and address a patient's blood pressure or head trauma, so too the medical humanities invite an applied humanism: a technology-as-tecno (from the ancient Greek: craft, art) that serves the whole person and their human values. This workshop describes incorporating a medical humanities curriculum in your program.

Large group discussion on importance of Humanities curricula to encourage applied humanism and resilience of healthcare providers Case study followed by small group discussion on building and incorporating curricula in training programs Mini lecture and large group discussion in ways to evaluate and maintain humanities curricula in the program

Educators planning to incorporate Medical Humanities curricula in their program

Describe the importance of incorporating Medical Humanities Curricula in the training program Demonstrate ways to build Humanities curricula Discuss methods to evaluate Humanities curricula

References: 1. Charon R. The patient-physician relationship. Narrative medicine: a model for empathy, reflection, profession, and trust. JAMA. 2001;286(15):1897-1902. doi:10.1001/jama.286.15.1897 2. Min KK, Mema B. Apologia pro Vita Sua Commentary on "Apologia pro Vita Sua". Acad Med. 2020 Sep 8.

Medical humanities

Curricula Planing

Transformative experience

General

Curriculum

Electives

Physician & Medical Student Health and Well-being

Professionalism

Yes

Yes

Yes

Yes

Yes

yes