Journal of Medical Humanities最新文献

A first-year medical student's first patient is already dead. For decades, the cadaver, or body donor, has been the human body on which students first examine, cut, identify, and discover. That the student forms a detachment from the body and the person who once occupied the body, however, initiates a pedagogical series of events that is difficult to undo at best and may be harmful at worst. This process reveals gaps in the anatomical instruction process that present a missed opportunity to educate future physicians in a way that not only maintains their humanity and capacity for empathy but also enhances it. The anatomy lab should be a place where early medical students converse about death and begin to confront their own feelings of discomfort and hesitation. Relying on a metaphor of disappearance, as articulated by Jewson, this paper reframes this problem and offers new ways of improving human anatomy instruction through a brief examination of the history of anatomy in general, the history of the actual human being (body donor) in particular, and the response of the student through humanities-based interventions and content. In what follows, we consider the existing gaps, the possible curricular options for enhanced education, and the potential benefits of incorporating a more robust humanities curriculum in the anatomy laboratory for first-year medical students.

The last two decades have seen exponential growth in the number of US and Canadian health humanities programs. As an evolving field, there is significant variation across the structures and educational content of health humanities programs. This study was designed to solicit views from self-identified North American health humanities educators from academic programs. The primary aim was to garner broad perspectives on what distinguishes health humanities academic programs from other academic programs and what content programs should deliver to students. The goal was to distill defining features and parameters of a high-quality health humanities educational program, inquiring in particular about knowledge, skills, and values. Using Participatory Action Research methods, we conducted 14 focus group interviews composed of 89 participants. During phase one analysis, we applied 199 codes to interview transcripts, from which we identified 41 themes across seven domains: (1) Knowledge, (2) Education/Pedagogy, (3) Methodologic Approaches, (4) Skills, (5) Values, (6) Disciplinarity, and (7) Institutional Limitations/External Restrictions. Phase two analysis discerned that these themes inform five overarching themes that cross domains and educational levels: (1) Interdisciplinarity, (2) Internal Inquiry, (3) External Examination, (4) Praxis, and (5) Transformative Education. Our findings suggest that even though health humanities may have neither canonical knowledge bases nor universal methodologies, overarching themes speak to a consensus of field-level priorities that transcend programmatic variation. Further research is needed to improve tools and standards to aid in the growth, assessment, and evaluation of health humanities educational programs.

Written during a medical leave of absence from medical school, "self-portrait by way of erosion" is a reconciliation with loss of self and a representation of gradual surrender. The title was inspired by Ocean Vuong's "self-portrait as exit wounds," a favorite poem of the author's. "self-portrait by way of erosion" was selected as the 2nd place winner for the 2025 William Carlos Williams poetry competition, which recognizes and promotes a focus of the humanities in medicine. In the company of esteemed poets, Sara Khan and Makeen Yasar, the author presented this poem at the annual competition ceremony, invoking the question of what it means to accept or even befriend pain, especially when that pain seems invisible to others.