There is now a context for teaching humanities in undergraduate medical education via special study modules (SSMs). This paper discusses the instrumental and non-instrumental role of the humanities in the education of doctors. Three courses are then described and compared. The most successful of the three is a SSM which had the following characteristics: it was voluntary, it was an integral part of the curriculum, and it was examinable.
CITATION STYLE
Macnaughton, J. (2000). The humanities in medical education: Context, outcomes and structures. Medical Humanities, 26(1), 23–30. https://doi.org/10.1136/mh.26.1.23
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