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IIC Humanities work in basic medical education - What about in GP training?

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Title: IIC Humanities work in basic medical education - What about in GP training?


1
IIC Humanities work in basic medical education -
What about in GP training?
  • Martina Torppa (Finland)
  • Monica Lindh (Sweden)
  • Fergus D.O.Kelly (Ireland)
  • Aino-Maija Lahtinen, Elisa Laaksamo and Jenny
    Takala

2
Workshop structure
  • Medicine and the essence of humanity study
    module
  • International experiences
  • Educational agenda
  • Group work
  • Discussion
  • Conclusion

3
Medicine and the essence of humanity study
module
Martina Torppa GP, Adm. competency Chief
physician / Clinical lecturer Health Centre of
Helsinki (Malmi)/ University of Helsinki,
Faculty of Medicine, Research Development Unit
for Medical Education
4
Medical Humanities is there a need for it?
  • Medical education is biomedicine dominated?
  • biomedicine prepares us well enough for
  • clinical work?
  • The role of art and humanities based knowledge in
    medical education? in CPD?

Martina Torppa
5
Medicine and the essence of humanity study
module
  • autumn 2004
  • voluntary study module, University of Helsinki,
    Faculty of Medicine, Department of Public Health,
    Section of General Practice
  • open for all medical students in the faculty
  • 6 seminars, learning journals and reflective
    essays
  • 7 students participated
  • data collected for research purposes

Martina Torppa
6
Principles
  • To explore medicine and medical practice from
    multiple perspectives
  • historical and social contexts of medicine
  • insights into human being
  • experiential learning

Martina Torppa
7
The six seminars
  • History of medicine
  • Pastoral theology
  • Philosophy
  • Literature
  • Painting
  • Drama

Martina Torppa
8
Two learning experiencesJenny DramaElisa -
Literature
9
Drama and Medicine What on earth do they have
in common, other than the tv-series ER?
  • Jenny Takala
  • Bachelor of medicine
  • Faculty of Medicine, University of Helsinki

Jenny Takala
10
Medical Humanities and a lesson in Drama
Jenny Takala
11
Four tasks
Jenny Takala
12
Listening
Jenny Takala
13
Literature and medicine to read or not to read?
  • Elisa Laaksamo
  • 2nd year Medical student
  • Faculty of Medicine, University of Helsinki

14
How did we start?
  • Our reading histories
  • The texts that we remember are probably the ones
    which have most affected us.
  • A reader can learn much (about the story etc.).
  • Reading can be associated with things actual in
    ones own life.

Marja-Liisa Vartio Hänen olivat linnut (1967)
Elisa Laaksamo
15
What did we read?
  • Kafka First Sorrow

Elisa Laaksamo
16
What I learned in this course and how could it
help me in my development as a medical student?
  • Art
  • Interpretation skills
  • Listening, hearing, dialogue

Elisa Laaksamo
17
International experiences
  • Sweden

18
Humanities in Medical Education Swedish
experiences
  • Presentation at Duodecim/EURACT Conference
  • 5 May 2006, Turku Finland
  • Dr Monica Lindh
  • Family Practitioner Hofors
    Health Centre
  • Director of Vocational Training in GP/FM
    Gästrikland, Sweden
  • E-mail monica.lindh_at_lg.se

19
Medical Humanities Basic Medical Education
  • Examples
  • Professional development
  • Ongoing theme from term 1
  • Ethics, consultation, roles, leadership,
    philosophy
  • Reading literature/novels
  • Using hero of novel in MEQ-assessment
  • Elective courses
  • Life, love and death culture and biology in
    medical care
  • Text studies and creative writing
    (interdisciplinary) M
    Lindh-06

20
Medical Humanities Internship
  • Examples
  • Sessions with hospital priest - comfort, ethics
  • Fixed small group, for 21 months
  • Leadership-training
  • Consultation skills use of actors
  • evening events
  • lecture social activity eg theatre, museum
  • M Lindh-06

21
Medical Humanities Vocational training (1)
  • Examples
  • Leadership-training
  • ethics priorities, law, communication,
    rhetoric
  • Consultation-skills
  • video, role-play, actors
  • Seminars
  • the personal doctor
  • body and soul
  • literature and medicine
  • history of medicine M
    Lindh-06

22
Medical Humanities Vocational training (2)
  • Examples
  • 3-day mountain trip, annual
  • lectures, discussion, reflection,
    story-telling
  • Literature and writing
  • course by Prof Merete Mazzarella, Finland
  • Balint-group
  • Reading novels M
    Lindh-06

23
Medical Humanities Institution - Sweden
  • Example
  • Humanistic Medicine at Centre for Bioethics
  • At LIME www.lime.ki.se
  • Interdisciplinary, inter-and cross-professional
  • Education and research
  • History of medical ideas, social science,
  • literature, arts, ethnology,
  • philosophy, ethics, religion M
    Lindh-06

24
HUMANITIES IN MEDICAL EDUCATION IN SWEDEN -
REFERENCES
  • Ahlzén R. The doctor and the literary text
    potentials and pitfall.Med Health Care Philos.
    20025147-55.
  • AhlzenR, Stolt CM. The Humanistic Medicine
    Program at the Karolinska Institute, Stockholm,
    Sweden. Academic Medicine. Special Theme
    Humanities Education. 2003 Oct78(10)1039-42.
  • Hellquist G, Rödjer S, von Below B, Sveinsdóttir
    G, Björkelund C. Tidig yrkeskontakt stärker
    studenternas professionella utveckling. TYK - en
    ny kurs i läkarutbildningen i Göteborg. Early
    professional contact supports professsional
    development of medical students. EPC - a new
    course in
  • medical education in Göteborg.Läkartidningen
    20051022646-51.
  • Håkansson A, Haffling AC, Beckman A, Jakobsson K,
    Löwenhielm P. Romanfigurer ger liv åt tentans
    patientfall.Läkartidningen 2003433425-7
  • Petersson C. Litteratur och läkekonst.
    Skönlitteraturen en genväg till den
    motsägelsefulla människan. Läkartidningen
    20051022414-6.
  • Stolt CM. Vad är humanistisk medicin? What is
    medical humanities?.Ugeskrift for Laeger.
    2000162/516995-7.
  • Tidsskrift for Den norske laegeforening
    2000303736-8. Danish Med Bull.
    2000162/516995-7, also published in J
    Norwegian Med Association 2000303736-8.
  • Stolt CM. "Medicinen och det mänskliga. Vårdkonst
    och vardagsetik. Humanism och humaniora"
    Medicine and the Human. The art of caring and
    every day ethics, humanism and the arts Natur
    och Kultur, Stockholm 2003.
  • Stolt CM. Medicin och lyrik. Vetenskapens språk
    räcker inte. Medicine and Poetry. Scientific
    language is not enough.Läkartidningen
    200351-524308-17.
  • Stolt CM. Poetry and Medicine.European Journal of
    Clinical Hypnosis 2005 6 (3) 38-42
  • Wachtler C, Lundin S, Troein M. Humanities for
    medical students? A qualitative study of a
    medical humanities curriculum in a medical school
    program.BMC Med Educ. 2006 Mar 6616.

MLindh-06
25
International experiences
  • Ireland

26
In my Fathers time
  • Humanities and medical education
  • Fergus OKelly
  • (EURACT Ireland)

27
Story Telling
28
Seannachi
29
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30
(No Transcript)
31
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32
Educational agenda
33
EURACT Educational Agenda - background
  • What is a GP?
  • The new European Definition of Family Medicine.
  • How to become a GP?
  • EURACT Educational Agenda, 2005
  • Framework and manual for teaching learning,
    VT
  • Objectives, learning methods, assessment tools
  • M Lindh-06

34
EURACT Educational Agenda (1)
  • Six Core Competences
  • Primary Care Management
  • Person Centredness
  • Specific Problem Solving Skills
  • Comprehensive Approach
  • Community Orientation
  • Holistic Approach
  • M Lindh-06

35
EURACT Educational Agenda (2)
  • Three Essential Application Features
  • Contextual Aspects
  • Attitudinal Aspects
  • Scientific Aspects
  • Synthesis and integration,
  • the unique combination
  • M Lindh-06

36
Questions for the groups
  • Art and humanities in GP training is there any
    need? -why? or why not?
  • Art and humanities in GP training - how?
  • Educational agenda in relation to art and
    humanities?
  • 4) Free comments / ideas

37
Group 1
  • Why understanding patients culture, religion,
    background holistic approach
  • How experiential learning, evoking feelings in
    group members important, best in small groups

38
Group 2
  • Medicine is an art, built on science.
  • There is a need, because you cant measure
    everything
  • Not everything that counts can be counted and not
    everything that can be counted counts.
  • Find a way to handle difficult issues in
    multiprofessional and safe platform
  • Also an aim of medical education to develop an
    integrative personality

39
Group 3
  • Three E and one C
  • Empathy
  • Experience
  • Empowerment
  • Empowerment to help people grow. Culture of
    listening relate to our roots.

40
Group 4
  • What is humanity? The mechanical model versus
    humanistic attitude in training. Students in
    general assume doctors to be "biomedical
    professionals" and that humanistic attitude is
    weakness?
  • Universities teach mechanical problem solving to
    future doctors?
  • Students expect to be taught to be experts in
    biomedicine(?)
  • Young doctors appear to be uncertain of
    themeselves -gt they escape to biomedicine

41
Reflections on the workshop
  • Positive experience for med students who
    lectured for medical teachers
  • Medical teachers can learn from students -
    involve them!
  • A question why do we become doctors?
  • We should not forget the non-believers! or is
    this a matter of believingor perhaps a call for
    philosophical debate
  • What is medicine how do we define medicine?
  • Medical knowledge how is it constructed?

42
Conclusions (mt)
  • There seems to be a need for art and humanities
    in GP training.
  • Why holistic approach, tools needed to handle
    difficult issues and the unmeasurable in
    clinical work
  • How in small groups, experiential learning,
    evoking and reflecting feelings, sharing

43
Thank you! - Kiitos!
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