Significance of the humanities in medical education There are two basic ways that humanities topics might be useful in medicine.
One widely held belief is that the humanities play a crucial role in the education of
future doctors. Literature, in particular, can assist pupils in introducing them to difficult
life situations with which they may be unfamiliar. Imaginative identification with the
characters will allow students to have at least a vicarious experience with these issues
before having to deal with them as doctors in a clinical setting. Students can gain
essential skills from the humanities, such as what makes for good
—and bad—oral
communication from play, or analysis and argumentation from philosophy.
Art, literature, theater and music represent human creativity in many ways. They
reflect human joy and sadness, as well as human blessings and remorse. Part of the
meaning of being a perfect human being is to participate in some form of artistic
activity as either an audience, a reader, or a viewer. Understanding this helps doctors
remember the purpose of their art: to allow people to participate in life as undisturbed
as possible by illness or disability. Therefore, the humanities play a second non-
instrumental role in the training of physicians. Not only do they help contribute to the
development of purposes other than themselves, but they also have their own value and
are themselves an essential part of the educated mind.
Instrumental use of the humanities The use of tools can be divided into two groups. The humanities, especially
literature, can be viewed as a source of case documentation for medical students.
Humanities can teach students specific skills that may be useful in clinical settings.
With the character to attract us, good literature is a "subtle up to date" students.
However, in the literature for tool use, we need to consider how students have answered
people who met with people who met with people with similar problems in professional
practices and their treatments. This additional step should be challenged directly to
considering the hypothetical response to the character or circumstances of the fiction.
78
This can be done in group work operations, and when students, emotions and emotions
