The Humanities in Medical Education: Ways of Knowing, Doing and Being.
The personhood of the physician is a crucial element in accomplishing the goals of medicine. We review claims made on behalf of the humanities in guiding professional identity formation. We explore the dichotomy that has evolved, since the Renaissance, between the humanities and the natural sciences. The result of this evolution is an historic misconstrual, preoccupying educators and diverting them from the moral development of physicians. We propose a curricular framework based on the recovery of Aristotelian concepts that bridge identity and activity. The humanities and the natural sciences, jointly and severally, can fulfill developmental, characterological and instrumental purposes.
Faculty of Medicine, McGill University, Montreal, Canada. donald.boudreau@mcgill.ca.
J Donald
JD
Boudreau
Faculty of Medicine, McGill University, Montreal, Canada.
Abraham
A
Fuks
D003479:Curriculum; D004501:Education, Medical; D007722:Health Knowledge, Attitudes, Practice; D006809:Humanities / Q000193:education*; D006801:Humans
Aristotle; Character development; Humanism; Medical humanities; Phronesis; Professional identity