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participate, they will be able to expose hidden prejudices and fears and discussBog'liq II-XALQARO-ILMIY-AMALIY-KONFERENSIYA-TEZISLARI-VA-MARUZALAR-TOPLAMI
participate, they will be able to expose hidden prejudices and fears and discuss
problems in "safe" environments.
Second, how can literature and the humanities in general teach useful skills that
can be transferred into a medical context? Literature can teach written communication,
but more importantly for health, drama reveals the nuances of communication between
verbal and nonverbal people. In fact, most communication skills courses today include
role-playing for students in the role of actors. Drawings can also elicit non-verbal ways
of expressing feelings or relationships.
History and philosophy can also teach students useful skills. This story can teach
the importance of evidence that can operate individuals to provide fraudulent
comments on truth. The medical world has gained more information on fraud in recent
medical research, and students recently can understand the principles of how they can
interpret evidence in historical contexts. More specifically, the history of medicine may
be able to remind students of the importance of savings during temporary nature and
events of many medical knowledge to students. The philosophy can order students and
build logical conclusions and get logical conclusions. These skills are essential for
diagnosis when doctors need to take logical steps to gather information to support a
dissertation and arrive at a conclusion.
Non-instrumental value of the humanities
Now, returning to the non-instrumental values of the humanities, I believe that
these values are in education, and thus in personal development, and that students
transcend the prevailing ethos of the medical world and are a kind of ""counter-
culture." You could say that colleges are considered “professional” qualifications
because they prepare students for certain occupations when they do. We are not talking
about students being “trained” in medicine, but “trained” to become doctors.
It is clear that the education of doctors of the future will include both training
and educational activities. By allowing the study of literature, history or philosophy in
the medical curriculum, we will introduce at least a breadth. But more importantly,
these subjects can challenge students by introducing them to some great thinkers and
allowing them to consider different ways of perceiving the world. This will encourage
a critical and questioning attitude and will help develop judgment.
Second, if we look at the importance of the humanities in character development,
it can be said that the curriculum has a deeper impact on students at the individual level
than the learning process. Education is not about what you can do, it is about who you
become as a result of education. It is important for a good doctor to develop into a
certain type of person because medical practice involves not only knowledge and skills,
but also a human and responsive attitude towards humans.
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The final point about the non-instrumental value of the humanities is their role
in providing the experience of a “counter culture” to medicine. Medical students often
have the impression, and are encouraged in it by medical teachers, that they have an
intellectual and moral superiority over other students. This is not helped by the fact that
entrance requirements for medicine are amongst the highest in the university system or
that medical students' university experience tends to be rather insular, in that everyone
follows the same course. The opportunity to take a humanities subject will allow
medical students to meet teachers and students in other disciplines, will help reduce
this isolation and may ultimately foster better relationships between doctors and the
“outside world”.
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