Challenges of Teaching Humanities in Health Professions Education: Classroom Implementation and Educational Effectiveness of 'Mindful Practice' / 医学教育

The goal of medical education is to nurture healthcare professionals who can provide “excellent care.” However, our current medical education has many challenges to overcome to achieve this goal. The reasons are that deep mutual understanding between patients and healthcare professionals, self-awareness, and understanding of humanity, are all necessary for practicing medicine. However they have not been sufficiently verbalized and utilized in education. For medical education to be useful to healthcare professionals, educators, students, and patients, it is necessary to properly articulate these elements and put them into practice as education. This article introduces the “Mindful Practice” approach implemented at the University of Rochester, and explains how it can be used as material for medical education.

1. History of Curriculum Development at McGill University Faculty of Medicine and Training Medical Professionals for the Role of "Healer" / 医学教育

The Faculty of Medicine and Health Sciences at McGill University in Canada there has always been an exploration of effective curriculum development that adapts to new eras and aims to encourage medical students to understand how to enhance patients' well-being. In particular, the current MDCM curriculum, which launched in 2013, offers impressive programs at a conceptual level and at a curricular level. These programs explicate to students two roles for physicians who wish to place their patient's wellbeing at the center of their work: professional and healing. This article introduces the history of curriculum development in the Faculty of Medicine and Health Sciences at McGill University and explores how universities in Japan can develop healing curricula in each context.

Empatía y cuidado profesional: esbozos de una relación problemática / The role of empathy in professional care

Introducción: tres paradigmas actuales acerca del cuidado profesional en medicina sitúan a la empatía como la actitud básica necesaria para lograr un cuidar de otros que respete la dignidad de las personas atendidas en los servicios de salud. Sin embargo, los conceptos de empatía difieren en estos paradigmas, algo que parece ser reflejo de la confusión general que existe respecto a esta noción. Por otro lado, hay quienes critican el que se pretenda reducir a ella la actitud fundamental del cuidar de otros. Además de esto, existen formas de comprender la medicina que, eventualmente. Métodos: a partir de estos tres paradigmas de cuidado, se profundiza en las teorías acerca de la empatía más importantes de la actualidad. El método que se utiliza es de análisis filosófico de los datos provenientes de las formas de comprender el cuidado profesional. Resultados: existen formas muy distintas de comprender la noción de empatía no solo desde paradigmas que gravitan en torno al cuidado profesional, sino también dentro de la filosofía. Las comprensiones de la noción son incluso disímiles, lo que hace imposible avanzar en la enseñanza y en el diálogo con respecto a la posición de la empatía en el cuidado. Se propone la noción fenomenológica de empatía que la sitúa en la esfera de las facultades espirituales del sujeto. Conclusiones: la empatía es un elemento relevante del cuidado profesional, pero parece no poder situarse en el centro del mismo como actitud básica. Es una herramienta útil que podría ser enseñada y evaluada en la educación médica, siempre y cuando se trabaje con una noción unívoca de ella.

Introduction: Abstract Introduction: Three current paradigms of professional health services situate empathy as the fundamental attitude necessary to respects the dignity of those serve. However, current concepts of empathy differ widely in these paradigms, something that seems to reflect the general confusion regarding this notion. On the other hand, there are those who criticize the attempt to reduce to it to the fundamental attitude of caring for others. Methods: From these three paradigms of healthcare, the most important current theories of empathy will be treated. The method employs a philosophical analysis of the data coming from the ways of understanding professional care. Results: there are very different ways of understanding the notion of empathy not only in healthcare, 9 but in philosophy as well. The understanding of the notion varies greatly, making it impossible to reach consensus in teaching and dialogue with respect to the role of empathy in health care. The proposal is to use a phenomenological approach to empathy which places it in the sphere of the subject's spiritual faculties. Discussion: empathy is a relevant element of professional healthcare, but not central as a fundamental attitude. It is a useful tool that could be taught and evaluated in medical education, as long as it is applied with a common understanding.