2007
DOI: 10.1111/j.1365-2923.2007.02905.x
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A healing curriculum

Abstract: We describe an undergraduate programme, entitled 'Physicianship', based on the fundamental premise that healing is the doctor's primary obligation. Explicit training in a specific clinical method, whose cardinal features include observation, attentive listening and clinical reasoning, emphasises the knowledge and skills necessary to effect this theoretical framework. The understanding of illnesses emphasises loss of homeostasis, whereas the physical examination highlights impairments of function. The education… Show more

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Cited by 32 publications
(47 citation statements)
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References 19 publications
(16 reference statements)
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“…Fortyeight articles described a humanities-based intervention. Twenty-six of these 48 articles did not report any formalised evaluation outcomes (Goodwin 2015, Kemp 2014, Ortega 2011, Wald 2010, Joachim 2008, Kumagai 2008, Boudreau 2007, Meites 2003, Louis-Courvoisier 2003, Frich 2003, Acuna 2003, Murray 2003, Jones 2003, Hawkins 2003, Wear 2003, Fried 2003, Spike 2003, Krackov 2003, Sirridge 2003, Andre 2003, Montgomery 2003, Kirklin 2003, Rizzolo 2002, Sklar 2002, Downie 1997, Self 1990. Of the 22 articles reporting evaluation outcomes, 12 described learner satisfaction outcomes (del Pozo 2005, Wald 2015, Gurtoo 2013, Abdel-Halim 2012, George 2011, Karnad 1999, Shapiro 2003, Newell 2003, Anderson 2003, Lypson 2002, Bertman 1985, Wilson 1980.…”
Section: Resultsmentioning
confidence: 99%
See 1 more Smart Citation
“…Fortyeight articles described a humanities-based intervention. Twenty-six of these 48 articles did not report any formalised evaluation outcomes (Goodwin 2015, Kemp 2014, Ortega 2011, Wald 2010, Joachim 2008, Kumagai 2008, Boudreau 2007, Meites 2003, Louis-Courvoisier 2003, Frich 2003, Acuna 2003, Murray 2003, Jones 2003, Hawkins 2003, Wear 2003, Fried 2003, Spike 2003, Krackov 2003, Sirridge 2003, Andre 2003, Montgomery 2003, Kirklin 2003, Rizzolo 2002, Sklar 2002, Downie 1997, Self 1990. Of the 22 articles reporting evaluation outcomes, 12 described learner satisfaction outcomes (del Pozo 2005, Wald 2015, Gurtoo 2013, Abdel-Halim 2012, George 2011, Karnad 1999, Shapiro 2003, Newell 2003, Anderson 2003, Lypson 2002, Bertman 1985, Wilson 1980.…”
Section: Resultsmentioning
confidence: 99%
“…Several methods of integrating humanities interventions were described. A common format was small group teaching, and interventions were often facilitated by a professional with humanities experience (George 2011, Wald 2010, Gulpinar 2009, Boudreau 2007, Wachtler 2006, Karnad 1999, Shapiro 2004, Hawkins 2003, Andre 2003, Shapiro 2003, Newell 2003, Anderson 2003. Only three interventions utilized newer methods of medical education such as websites to curate content, or social media to enable more frequent communication between students (Wiecha 2002, Wiecha 2008, George 2011.…”
Section: Resultsmentioning
confidence: 99%
“…We at McGill are exploring various approaches, including a focus on mindful medical practice 7 and a new 4-year healing curriculum 8 to foster the…”
Section: Art Is Science Made Clearmentioning
confidence: 99%
“…Ele constroi sua atuação com base no paradigma biomédico, no qual a doença é colocada no centro da consulta 53,54 . Portanto, parece importante a introdução precoce na graduação de programas para a discussão dos conceitos de atendimento centrado no paciente e das habilidades de comunicação.Nessa perspectiva, nota-se nos últimos anos uma crescente discussão da necessidade de mudanças curriculares que incluam programas específicos de capacitação dos graduandos para realizar consultas baseadas em pressupostos do atendimento centrado no paciente 49,51,[54][55][56][57][58] . Parte dessa discussão curricular envolve a efetividade da capacitação.…”
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“…Existem estudos que mostram resultados favoráveis à capacitação intensiva durante determinado período de tempo 47,48,59 . No entanto, os cursos longitudinais, inseridos no currículo da graduação, apresentam resultados superiores em relação à incorporação e à qualidade das habilidades adquiridas 60,61 .Além disso, Boudreau et al 54 enfatizam a importância de uma pedagogia médica na qual o conceito de síntese e não de integração entre ciência médica e conhecimento do paciente seja discutido profundamente. A ideia de integração se refere não só a dois tipos diferentes de conhecimento, mas a dois objetos de ensino trabalhados paralelamente.…”
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