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何明蓉 台大醫學院社會醫學科助理教授 1983-86 師大附中國中部 音樂實驗班 1986-89 師大附中高中部 自然科學實驗班 1990-93 哈佛大學學士 ( 主修生物人類學 ) 1993-95 牛津大學碩士 ( 民族學與博物館學 ) 1995-99 賓州大學醫學博士 1999-2001 牛津大學博士.

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Presentation on theme: "何明蓉 台大醫學院社會醫學科助理教授 1983-86 師大附中國中部 音樂實驗班 1986-89 師大附中高中部 自然科學實驗班 1990-93 哈佛大學學士 ( 主修生物人類學 ) 1993-95 牛津大學碩士 ( 民族學與博物館學 ) 1995-99 賓州大學醫學博士 1999-2001 牛津大學博士."— Presentation transcript:

1 何明蓉 台大醫學院社會醫學科助理教授 師大附中國中部 音樂實驗班 師大附中高中部 自然科學實驗班 哈佛大學學士 ( 主修生物人類學 ) 牛津大學碩士 ( 民族學與博物館學 ) 賓州大學醫學博士 牛津大學博士 ( 社會人類學 )

2 Introduction to Medical Humanities

3 Why study medicine? Individual Family Society

4 What is medicine? Science Arts Both

5 Learning objectives? Physicians must be altruistic Physicians must be knowledgeable Physicians must be skillful Physicians must be dutiful Medical School Objectives Project Association of American Medical Colleges

6 What is humanities? Systematic forms of study concerned with recording and interpreting human experience. Human body as intertwining of natural and existential dimensions Typically include literature, history, philosophy, ethics, arts

7 What is medical humanities? An interdisciplinary recording and interpreting of human experiences of illness, disability, medicine and health care What unifies diverse disciplines: reflect the human experiences of medicine, seen through the humanities.

8 Windows to view medicine Literature and arts: appreciate metaphors people use to convey their experiences 培養觀察力與想像力 History: evolution of contemporary medicine, draw on the past to reflect on the present and gauge the future, history taking Philosophy: meaning of life

9 UCL center To raise awareness of medical humanities as an academic discipline Medical humanities is an interdisciplinary, and increasingly international endeavor that draws on the creative and intellectual strengths of diverse disciplines, including literature, art, creative writing, drama, film, music, philosophy, ethical decision making, anthropology, and history, in pursuit of medical educational goal.

10 Educational objectives to connect with, or appreciate, the perspective of all those affected by illness: the person who is ill, the persons who love them, and the professionals involved in their care to facilitate reflection on the physician’s own practice, on its strengths and weaknesses, so that he or she can build on the former and address the latter to provide both cultural and historical perspectives on illness and health care

11 Search for meaning No need is so compelling as the need we all feel for our lives to make sense, to have meaning. We will tolerate almost any degree of austerity or risk in this indomitable quest for meaning. Futurist and strategic thinker, Willis Harman

12 TMAC 醫學系的課程除了能灌輸學生 行醫必備的基本理論與知識之外, 同時也要傳授診治病人的技術, 更要為學生建立終身學習的習性, 培養敬業的精神,以及悲天憫人的胸懷, 發展正確的生命價值觀,以建立醫師與病 人之間互動,互相尊重而良好的關係。

13 Career Example Wayne Lewis was general practitioner who escaped the pressures of clinical medicine through literature (novels and poetry). He was frustrated by the divided intellectual life. Gradually, he started to use literature to teach medical students in discussion of medical ethics. After he completed an MA in medical humanities at Swansea, he got interested in philosophy of science and theology. This opened up new horizons and allowed him to reflect on his clinical activities in all sorts of unexpected ways. Practically, he was able to incorporate discussion of religious issues, particularly surrounding bereavement, into his practice. He became a lecturer teaching literature and philosophy to medical students at the University of Wales College of Medicine, and took up a post of lecturer in medical humanities at Swansea, teaching the MA course.

14 電影中的醫學世界 前台大神經部 葉炳強

15 Literature and Medicine: Pathography & Illness Narrative Yue-Joe Lee M.D. College of Medicine National Taiwan University

16 臺大醫院 內科 張天鈞 台北榮民總醫院 胸腔部 蕭光明 臺大醫院 內科 張天鈞 台北榮民總醫院 胸腔部 蕭光明 醫學與藝術醫學與藝術 MEDICINE and ART

17 陽明大學 If I were a freshman again 黃崑巖教授 二○○四年九月三十日

18 If I were a freshman again: I would try to equip myself with a strong language and reading skill.

19 If I were a freshman again: I would develop an effective method of self-learning which will enable me to keep growing as long as I live.

20 If I were a freshman again: I would cultivate my intellectual capability, to observe keenly, think logically, judge correctly, and decide wisely. I especially would try to strengthen my ability to discover general principle governing all the phenomena I am observing.

21 If I were a freshman again: I would develop the habit of reading books on broad subjects, including those beyond my own specialty.

22 If I were a freshman again: I would pick up my role model, approach and learn from him(her) as much as I can, like a sponge soaking up water.

23 If I were a freshman again, I will learn how to use my time more efficiently.

24 If I were a freshman again, I will try to be a person whose deeds meet his words.

25 Tips Language is the basic tool. Read broadly. Write reflectively. Service learning among the underserved locally and globally. Role models (faculty, peers). Think creatively.

26 Learning Objectives 醫學院評鑑委員會 Association of American Medical Colleges Medical School Objective Project CanMEDS 2000 Project Liaison Committee on Medical Education Australian Medical Council

27 Introduction to the course Goal: Medical history (professional development), interprofessional cooperation Evaluation: 50% class report (A4 handwriting) due next week unless teacher specifies other forms, 50% final exam 請假:公 / 事假事先請假,病假需備證明 Reference: 張天鈞 人與醫學 臺大出版中心


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