Related Experiment Video
Updated: Jun 12, 2026
10:26
Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
An education that pierces what the knife cannot: a student perspective
1College of Medicine, Mayo Medical School, Mayo Clinic, 200 First Street SW, Rochester, MN 55905, USA. hammer.rachel@mayo.edu
Anatomical Sciences Education
|May 25, 2010
Summary
Medical schools should integrate humanities, like art and narrative medicine, into their curriculum. This approach fosters self-reflection and emotional expression in future physicians, enhancing their attitudes and patient care.
Area of Science:
- Medical Education
- Medical Humanities
- Curriculum Development
Background:
- Personalized medicine necessitates individualized medical education.
- Current medical curricula may not adequately support student emotional well-being and self-reflection.
- The integration of humanities is crucial for developing well-rounded physicians.
Purpose of the Study:
- To advocate for creative curriculum design in medical schools.
- To highlight the importance of integrating humanities into medical education.
- To propose narrative medicine as an effective educational strategy.
Main Methods:
- Commentary on extracurricular student projects in anatomy.
- Inclusion of student reflective writing examples.
- Discussion of the role of art and story in medical training.
Main Results:
- Extracurricular projects and reflective writing can enhance student learning and emotional processing.
- Ignoring humanities can lead to self-protective barriers in medical students.
- Narrative medicine offers a framework for emotional and ethical development.
Conclusions:
- Medical schools should adopt innovative curricula that include humanities.
- Integrating narrative medicine can improve medical student attitude and preparedness.
- Further progress in medical education requires a focus on the whole student.
Related Concept Videos
01:12Hindsight Biases
Hindsight bias leads you to believe that the event you just experienced was predictable, even though it really wasn’t. In other words, you knew all along that things would turn out the way they did. Can you relate this to the phrase "Hindsight is 20/20" now?
01:19Critical Thinking
Critical thinking involves reflective and productive thinking and the evaluation of evidence. Critical thinkers seek to understand the deeper meaning of ideas, question assumptions, and make independent decisions about what to believe or do. Scientists, for instance, are often critical thinkers. Critical thinking also requires humility about what we know and don't know and the motivation to look beyond the obvious. It is essential for effective problem-solving.
Colleges and universities are...
Colleges and universities are...
01:25Critical Thinking II
Critical thinking is a cognitive process with several attributes. The attributes of critical thinking include the following:
01:24Critical Thinking I
Critical thinking helps decision-making and allows nurses to recognize barriers to success and find solutions to possible issues. It helps to brainstorm and implement ideas to achieve goals. Critical thinking helps acknowledge and state workflow inefficiencies while improving management techniques. Nurses understand the value of critical thinking and look for fellow nurses with critical thinking skills to upgrade their professional standards. Critical thinking can advance a nurse's career with...
01:24Growth versus Fixed Mindset
Carol Dweck introduced the term mindset to describe individuals' beliefs about their intellectual and personal capabilities. These beliefs significantly influence psychological processes such as motivation, goal-setting, and perseverance, ultimately shaping academic and life outcomes. Individuals generally possess one of two mindsets- a fixed or a growth mindset—each promoting different responses to success, failure, and challenge.Fixed vs. Growth MindsetA fixed mindset assumes that one's...
01:22Purposive Learning
E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a bonus...