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Olding MN, Rhodes F, Humm J, et al. Black, White and Gray: Student Perspectives on Medical Humanities and Medical Education. Teach Learn Med. 2021;1-11doi: 10.1080/10401334.2021.1982717.
Olding, M. N., Rhodes, F., Humm, J., Ross, P., & McGarry, C. (2021). Black, White and Gray: Student Perspectives on Medical Humanities and Medical Education. Teaching and learning in medicine, 1-11. https://doi.org/10.1080/10401334.2021.1982717
Olding, Madeleine Noelle, et al. "Black, White and Gray: Student Perspectives on Medical Humanities and Medical Education." Teaching and learning in medicine vol. (2021): 1-11. doi: https://doi.org/10.1080/10401334.2021.1982717
Olding MN, Rhodes F, Humm J, Ross P, McGarry C. Black, White and Gray: Student Perspectives on Medical Humanities and Medical Education. Teach Learn Med. 2021 Nov 09;1-11. doi: 10.1080/10401334.2021.1982717. Epub 2021 Nov 09. PMID: 34749550.
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Teach Learn Med. 2021 Nov 09;1-11. doi: 10.1080/10401334.2021.1982717. Epub 2021 Nov 09.

Black, White and Gray: Student Perspectives on Medical Humanities and Medical Education.

Teaching and learning in medicine

Madeleine Noelle Olding, Freya Rhodes, John Humm, Phoebe Ross, Catherine McGarry

Affiliations

  1. Faculty of Life Sciences and Medicine, King's College London, London, England.
  2. Academic Unit of Medical Education, University of Sheffield, Sheffield, England.
  3. Hull York Medical School, University of York, York, England.
  4. Brighton & Sussex Medical School, University of Sussex, Brighton, England.
  5. Edinburgh Medical School, University of Edinburgh, Edinburgh, Scotland.

PMID: 34749550 DOI: 10.1080/10401334.2021.1982717

Abstract

ISSUE: In recent years, the value and relevance of humanities-based teaching in medical education have become more widely acknowledged. In many medical schools this has prompted additions to curricula that allow students to explore the gray-as opposed to the black and white-areas of medicine through arts, humanities, and social sciences. As curricula have expanded and diversified in this way, both medical educators and students have begun to ask: what is the best way to teach medical humanities?

EVIDENCE: In this article, five current medical students reflect on their experiences of medical humanities teaching through intercalated BSc programmes in the UK. What follows is a broad exploration of how the incorporation of medical humanities into students' time at university can improve clinical practice where the more rigid, objective-driven, model of medicine falls short.

IMPLICATIONS: This article reinforces the merit of moving beyond a purely biomedical model of medical education. Using the student voice as a vector for critique and discussion, we provide a starting point for uncovering the path toward true integration of humanities-style teaching into medical school curricula.

Keywords: Medical humanities; medical education; student perspectives

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