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LETTER TO EDITOR
Year : 2014  |  Volume : 6  |  Issue : 2  |  Page : 180  

Multiple ingredients and not just spoonful of humanities


Medical Humanities Group, Medical Education Unit, University College of Medical Sciences, (University of Delhi), Delhi, India

Date of Web Publication15-Apr-2014

Correspondence Address:
Satendra Singh
Medical Humanities Group, Medical Education Unit, University College of Medical Sciences, (University of Delhi), Delhi
India
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DOI: 10.4103/0974-7796.130665

PMID: 24833839

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How to cite this article:
Singh S. Multiple ingredients and not just spoonful of humanities. Urol Ann 2014;6:180

How to cite this URL:
Singh S. Multiple ingredients and not just spoonful of humanities. Urol Ann [serial online] 2014 [cited 2017 May 25];6:180. Available from: http://www.urologyannals.com/text.asp?2014/6/2/180/130665

Sir,

The pedagogical experimentation of introducing medical humanities (MH) in the medical curriculum is a laudable effort. [1] Though West has developed many MH curricula, its inception in East has been quite poor. Moreover, we need to look at Asian MH programs and how best to incorporate their best features.

In the review mentioned above, two students suggested inviting scholars from outside in the feedback. This has been the standard practice of our MH lecture series-Confluence. [2] We always invite scholar from outside, preferably a non-medical, so that our medical students can imbibe their wider perspective from a non-medical angle. Till now, we have invited a yogic proponent, a fearless rationalist, a linguist, noted journalist, and a visually impaired role model. [2],[3]

Ours was the first medical institution in India to start an MH course. [4],[5] Over the years, we realized that a multipronged approach is needed to achieve the vision of inculcating compassion among medical students. Accordingly, we have a lecture series (Confluence), street theater group, film screenings, exploration of Indian culture (Society for the Promotion of Indian Classical Music and Culture Amongst Youth [SPIC MACAY]), Augusto Boal's Theatre of the Oppressed workshops, disability studies (Infinite Ability), Graphic Medicine club (Comicos), transdisciplinary Blind With Camera workshop, and an environmental lobby (Gang-green).

In short, multiple ingredients are needed to attract medical student's attention and not just a spoonful of humanities.

 
   References Top

1.Abdel-Halim RE, Alkattan KM. Introducing medical humanities in the medical curriculum in Saudi Arabia: A pedagogical experiment. Urol Ann 2012;4:73-9.  Back to cited text no. 1
[PUBMED]  Medknow Journal  
2.Gupta R, Singh S, Kotru M. Reaching people through medical humanities-an initiative. J Educ Eval Health Prof 2011;8:5.  Back to cited text no. 2
    
3.Singh S. Broadening horizons: Looking beyond disability. Med Educ 2012;46:522.  Back to cited text no. 3
    
4.Gupta S, Singh S. Confluence: Understanding Medical Humanities through Street Theatre. Med Humanit 2011;37:127-8.  Back to cited text no. 4
    
5.Gupta S, Agrawal A, Singh S, Singh N. Theatre of the Oppressed as a tool in Medical Humanities Education in India: The Road Less Traveled. Indian J Medical Ethics 2012 [In Press].  Back to cited text no. 5
    




 

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