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Dialogues on the Threshold: Dialogical Learning for Humanism and Justice

Arno K Kumagai1, Lisa Richardson, Sarah Khan

  • 1A.K. Kumagai is professor and vice chair for education, University of Toronto Faculty of Medicine, Department of Medicine, and researcher, Wilson Centre. He holds the F.M. Hill Chair in Humanism Education, Women's College Hospital and University of Toronto, Toronto, Ontario, Canada. L. Richardson is assistant professor and faculty co-lead in person-centred care, University of Toronto Faculty of Medicine, Department of Medicine, and researcher and Indigenous Health Scholar, Wilson Centre, University of Toronto, Toronto, Ontario, Canada. S. Khan is a third-year resident in medicine, University of Toronto Faculty of Medicine, Department of Medicine, Toronto, Ontario, Canada. A. Kuper is associate professor of medicine and faculty co-lead in person-centred care, University of Toronto Faculty of Medicine, Department of Medicine, scientist and associate director, Wilson Centre for Research in Education, University Health Network, University of Toronto, and staff physician, Division of General Internal Medicine, Sunnybrook Health Sciences Centre, Toronto, Ontario, Canada.

Academic Medicine : Journal of the Association of American Medical Colleges
|June 15, 2018
PubMed
Summary

Clinician teachers can foster humanism and justice by using dialogue, a communication style that enhances understanding and promotes reflective practice. This approach shifts the teacher-learner dynamic towards shared authority for better physician education.

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