Health humanities for inclusive, globally interdependent, supportive and decolonised health professional education: The future is health humanities!

被引：0

作者：

Carr, S. E. ^{[1
]}

Hooker, C. ^{[2
]}

机构：

[1] Univ Western Australia, Sch Allied Hlth, Hlth Profess Educ, Perth, Australia

[2] Univ Sydney, Fac Med & Hlth, Sydney Sch Publ Hlth, Sydney, Australia

来源：

FOCUS ON HEALTH PROFESSIONAL EDUCATION-A MULTIDISCIPLINARY JOURNAL | 2023年 / 24卷 / 04期

关键词：

health humanities; health professional education; graduate capabilities; domains of learning; MEDICAL HUMANITIES; NURSING-STUDENTS; EMPATHY; MODEL;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

To find its place in healthcare that is responsive to global determinants of health and and central engagement with arts, culture and the health humanities. In this paper, we overview the trajectory of health humanities and the centrality of humanities scholarship in grappling with coloniality and power as ongoing features of health and healthcare. We then discuss current research that asks how arts and humanities can best be incorporated in HPE. Drawing from a recent Worldwide Universities Network initiative, we set out a framework comprising six domains of learning and 11 graduate capabilities that can be used to implement and evaluate health humanities education. Health humanities offers an invitation for imaginative and joyful innovations in HPE over the next 50 years.

引用

页码：123 / 135

页数：13

共 50 条

[1] 'The Medical' and 'Health' in a Critical Medical Humanities
Atkinson, Sarah
Evans, Bethan
Woods, Angela
Kearns, Robin
[J]. JOURNAL OF MEDICAL HUMANITIES, 2015, 36 (01) : 71 - 81
[2] Experience of psychologists in the delivery of cognitive behaviour therapy in a non-western culture for treatment of substance abuse: a qualitative study
Azad, Abrar Hussain
Khan, Shahzad Ali
Ali, Ijaz
Shafi, Hina
Khan, Nisar Ahmed
Umar, Shaaray Abrar
[J]. INTERNATIONAL JOURNAL OF MENTAL HEALTH SYSTEMS, 2022, 16 (01)
[3] Banner O., 2019, Teaching health humanities, DOI [10.1093/med/9780190636890.001.0001, DOI 10.1093/MED/9780190636890.001.0001]
[4] Bartz R, 1999, J FAM PRACTICE, V48, P601
[5] Bleakley A., 2015, Medical humanities and medical education: How the medical humanities can shape better doctors
[6] Boulton J., 2016, Aboriginal children, history and health beyond social determinants, DOI [10.3316/informit.935131372295219, DOI 10.3316/INFORMIT.935131372295219]
[7] Do photographs, older adults' narratives and collaborative dialogue foster anticipatory reflection ("preflection") in medical students?
Brand, Gabrielle
Osborne, Ashlee
Carroll, Mark
Carr, Sandra E.
Etherton-Beer, Christopher
[J]. BMC MEDICAL EDUCATION, 2016, 16 : 1 - 9
[8] Defining the Medical Humanities: Three Conceptions and Three Narratives
Brody, Howard
[J]. JOURNAL OF MEDICAL HUMANITIES, 2011, 32 (01) : 1 - 7
[9] Came H, 2020, NEW ZEAL MED J, V133, P102
[10] Creating Reflective Space for Reflective and "Unreflective" Medical Students: Exploring Seminal Moments in a Large-Group Writing Session
Campbell, Bruce H.
Treat, Robert
Johnson, Benjamin
Derse, Arthur R.
[J]. ACADEMIC MEDICINE, 2020, 95 (06) : 882 - 887

← 1 2 3 4 5 →