Title: IIC Humanities work in basic medical education - What about in GP training?
1IIC 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
2Workshop structure
- Medicine and the essence of humanity study
module - International experiences
- Educational agenda
- Group work
- Discussion
- Conclusion
3Medicine 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
4Medical 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
5Medicine 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
6Principles
- To explore medicine and medical practice from
multiple perspectives - historical and social contexts of medicine
- insights into human being
- experiential learning
Martina Torppa
7The six seminars
- History of medicine
- Pastoral theology
- Philosophy
- Literature
- Painting
- Drama
Martina Torppa
8Two learning experiencesJenny DramaElisa -
Literature
9Drama 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
11Four tasks
Jenny Takala
12Listening
Jenny Takala
13Literature and medicine to read or not to read?
- Elisa Laaksamo
- 2nd year Medical student
- Faculty of Medicine, University of Helsinki
14How 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
15What did we read?
Elisa Laaksamo
16What 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
17International experiences
18Humanities 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
19Medical 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
20Medical 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
21Medical 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
22Medical 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
23Medical 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
24HUMANITIES 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
25International experiences
26In my Fathers time
- Humanities and medical education
- Fergus OKelly
- (EURACT Ireland)
27Story Telling
28Seannachi
29(No Transcript)
30(No Transcript)
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32Educational agenda
33EURACT 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
34EURACT Educational Agenda (1)
- Six Core Competences
- Primary Care Management
- Person Centredness
- Specific Problem Solving Skills
- Comprehensive Approach
- Community Orientation
- Holistic Approach
-
- M Lindh-06
35EURACT Educational Agenda (2)
- Three Essential Application Features
- Contextual Aspects
- Attitudinal Aspects
- Scientific Aspects
- Synthesis and integration,
- the unique combination
- M Lindh-06
36Questions 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
-
37Group 1
- Why understanding patients culture, religion,
background holistic approach - How experiential learning, evoking feelings in
group members important, best in small groups
38Group 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
39Group 3
- Three E and one C
- Empathy
- Experience
- Empowerment
- Empowerment to help people grow. Culture of
listening relate to our roots.
40Group 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
41Reflections 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?
42Conclusions (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
43Thank you! - Kiitos!