An education that pierces what the knife cannot: a student perspective.
If personalized medicine is the way of the future, and the physician's approach to each patient becomes more individualized and team-based, so must the professors' approach to the medical student experience. Mayo Medical School has an innovative curriculum designed to respect and enhance the individual interests of its students. A former educator herself, and now a medical student, the author advocates for further creative curriculum design to enhance healthy student attitude learning in medical school. In her personal testimony to the healing power of art and story, she cautions institutions that ignore integrating humanities into their curriculum that their student physicians will build self-protective barriers without self-reflection. She argues students must have more avenues to express their emotions during difficult transitions and ethical dilemmas. This commentary describes extracurricular student projects during anatomy, and includes an example of student reflective writing in anatomy. The author suggests that narrative medicine as an emerging discipline would be an effective educational strategy when applied to any aspect of the medical curriculum, and should be considered by more medical schools for further progress in medical education.
Hammer
Rachel R
RR
College of Medicine, Mayo Medical School, Mayo Clinic, 200 First Street SW, Rochester, MN 55905, USA. hammer.rachel@mayo.edu
D000715:Anatomy / Q000193:education*; D001290:Attitude; D003405:Creativity; D003479:Curriculum; D004504:Education, Medical, Undergraduate / Q000379:methods; D006809:Humanities / Q000193:education; D006801:Humans; D007858:Learning; D033262:Narration; D013337:Students, Medical / Q000523:psychology