Cambridge Quarterly of Healthcare Ethics 19 (4):446-457 (2010)
AbstractThe importance of humanities in the medical curriculum is increasingly recognized. For example, in the United Kingdom, The General Medical Council, which is an independent body established under the Medical Act 1858 and responsible, among other things, for fostering good medical practice and promoting high standards of medical education, in its publication Tomorrow’s Doctors, encouraged inclusion of humanities in the medical curriculum. Literature, arts, poetry, and philosophy are thought to foster the doctors’ ability to “communicate with patients, to penetrate more deeply into the patient’s wider narrative, and to seek more diverse ways of promoting well being and reducing the impact of illness or disability.”
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References found in this work
Ethics and Law for Medical Students: The Core Curriculum.T. Hope - 1998 - Journal of Medical Ethics 24 (3):147-148.
Citations of this work
Narrative Autonomy.Antonio Casado da Rocha - 2014 - Cambridge Quarterly of Healthcare Ethics 23 (2):200-208.
Teaching Medical Humanities in the Digital World: Affordances of Technology-Enhanced Learning.Sandra Joy Kemp & Giskin Day - 2014 - Medical Humanities 40 (2):125-130.
Biocep.Jennifer Miller & John D. Loike - 2012 - Cambridge Quarterly of Healthcare Ethics 21 (3):409-416.
Bioethicsing.Thalia Arawi & Diana Mikati - 2017 - Cambridge Quarterly of Healthcare Ethics 26 (2):348-353.
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