Five ways to get a grip on teaching advocacy in medical education: the health humanities as a novel approach.
CANADIAN MEDICAL EDUCATION JOURNAL 2024;
15:75-77. [PMID:
38528888 PMCID:
PMC10961115 DOI:
10.36834/cmej.75274]
[Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 03/27/2024]
Abstract
The advocate role is recognized as an intrinsic medical competency. Despite recent attention to pedagogical approaches, it is a role that remains poorly understood and difficult to teach. At the same time there is a growing body of evidence showing the necessity of incorporating humanities-based education into medical curricula. Here, we present five ways to use the humanities as a tool for teaching the advocate role including: decentre the physician as expert, develop engaged providers, engage learners in curricular decisions, value the humanities (and show it), and keep it practical.
Collapse