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Impact of Medical Humanities on Medicine (Essay Sample)


The paper is about Medical humanities. Medical humanities enrich medical knowledge and training while also promoting the creation of outstanding medicine that continuously progresses and meets societies' social, moral, and scientific requirements. The inclusion of medical humanities seeks to educate instead of teach medical students. This can be accomplished by providing a comprehensive perspective of medical humanities. Prospective physicians are taught to respect both logic and beauty, concentrate on value, and balance theoretical clarity with uncertainty and ambiguity.


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Medical Humanities
Medical humanities refers to an interdisciplinary, expanding globalized undertaking that gathers various disciplines' intellectual and artistic abilities, such as literature, art, drama, philosophy, ethical decision-making, history, and anthropology, to achieve medical and educational goals. When various people's views on problems are collected together to respond to questions or generate questions, the humanistic disciplines are essential (Barron, 473). The arts may help scientists see things from a different viewpoint. The vital medical humanities perspective asserts that the humanities and skills contribute to medicine rather than just bettering medical education. It argues that the humanities and arts provide various perspectives on human past, culture, behavior, and experiences that may be utilized to analyze, criticize, and impact healthcare methods and goals.
The dissemination of analytical knowledge, dedication to clinical education, and development of moral inquiry in the domain of empirical study and medical care were all-important goals of medical sciences. In their article "Entangling the Medical Humanities," Des Fitzgerald and Felicity Callard argue that Medical Humanities refers to an interdisciplinary endeavor with an assimilationist goal (Appleby, 571). They then continue to link it to other biological science contraptions. Although the method of thinking about medicine has gained traction in recent years, it has received relatively little attention. According to Michal Lytovka, applying some philosophical principles to the background of medicine, professional ethics, literature, among other things, is beneficial (Appleby, 571). Appleby's argument will help evaluate the present assemblage of data that integrates medical humanities' integration into literature and sociological research. 
Medical Humanities as a field is primarily concerned with providing knowledge from different related areas to clinical professionals. It is still in opposition to Health Humanities, which combines social and healthcare disciplines with humanities and social sciences expressions. In contrast, Health Humanities refers to the usage of creative expressive arts and expressions and humanities disciplines such as literary studies, philosophy, legislation, and theology to discuss improving public health and wellbeing. Health is understood in health humanities using constructivist theory rather than scientific positivism. It assembles its understanding concerning dialectic and diverse facts, as contrasted to empirical inquiry's monolingual realities (Barron, 475). Health humanities never seek to establish an alternative to medical technology but rather provide a balanced approach to healthcare and its development and operate in a compatible manner with medical technology.
On the other hand, medical humanities may assist clinical professionals in seeing and addressing problems from many perspectives, like visual research or the theatre arts. Three key concepts stand out in medical humanities, and they are studied in depth in the realm of medical care. Clinical Ethics, Bioethics, and Medicine and Literature are the three.
The term ethics often refers to healthcare ethics. It progresses following technology and science. For instance, in a lawsuit involving body modifications, the training ethics are called into account on the basis that bio-clinical procedures alter the person's body to enhance its look. Clinical ethics relates to healthcare practitioners' regard for patients and their families. This calls into consideration the level of professionalism, competence, and regard they have for their patients. Medicine and  Literature is a synthesis of clinical practice and literature (Katz, 610). The rationale for of using literature in medicine is threefold: Reading patient profiles and elaborating on their experiences gives professionals a comprehensive understanding to evaluate their clients; It also brings the medical specialist's preferences and propensities into the core; it necessitates analytical reasoning and self - awareness about these concerns in medicine. 
A Conceptual Overview explains that medical humanities encompass creative forms such as music, art, and dance. They aid in bridging a divide in the subject by broadening students' thinking abilities and research capabilities in the medical sciences (Katz, 610). The main section of medical humanities was established in 1948 at the University of New York. Still, that documented direction in the Medicine Department at Johns Hopkins University began in the 1930s. He believes that medical humanities should go beyond its mechanical views to delve deeper into the societal circumstances behind the disease, allowing people to adjust to them. The goal of combining clinical sciences and humanities aims to provide a more comprehensive fundamental understanding that had previously been lacking in ordinary clinical teaching. Dolan says that including societies in medical experience will help reduce the demands of rote memorization and emphasize the cultural environment influencing human services delivery and emotional serenity.
Impact of Medical Humanities on Medicine
Medical humanities offer knowledge of human circumstances, disease and pain, self-perception, professionalism, and obligations to oneself and others, patients and colleagues. Medical Humanities encompasses all disciplines that are essential for the formal education of prospective physicians. In reality, many educated individuals and working in the medical sciences are part of the medical humanities (Barron, 473). Medical humanities, by definition, is a multidisciplinary endeavor. Due to a perceived deficiency in the medical sciences to educate medical practitioners, all they need to understand is to treat a patient, and health professionals have resorted to 154 humanities. Humanists see medicine as a location where fundamental issues are confronted directly in the person. Medical humanities rely on cross-disciplinary discussions and partnerships that directly affect how healthcare is perceived and practiced.
Within the wave of transition in medicine and science, there is a growing awareness that fundamental aspects of medicine like establishing more profound relationships with patients and fostering compassion and perseverance are founded on the humanities and arts. Experts propose that including humanities and arts in medical training may help learners acquire essential characteristics, including competence, consciousness, social skills, and formative assessment (Appleby, 573). Medical humanities could bridge the gap between patient practice and the societies fostering interdisciplinary education and investigation to improve patient care via a more comprehensive approach.
Accordingly, medical humanities emphasize professionalism, interpersonal and social competences in medical education. According to Katz (476), medical humanities may help people build professional and personal principles. Medical humanities contribute to the definition of what it implies to reason like a physician. Information regarding medical societies assisting doctors and students in coping with and reducing stress, mitigating burnout, fostering resilience, and promoting wellness is emerging (Appleby, 572). The exposure of medical practitioners to humanities, which correlates with good personal characteristics and decreased burnout, will enhance competence.
In this Discourse, incorporating medical humanities into medical practice may help integrate the scientific and humanistic, ideally improving the health of both professional caregivers and patients, restoring the essential balance to medical knowledge and practice.  The goal of medical knowledge is to produce competent doctors. To do this, it should transfer information and skills while instilling medical attitudes and values in a productive and meaningful manner. Biomedical sciences programs now dominate the medical education curriculum since advances in molecular and cell biology has necessitated increasing their instruction within the coursework.  Traditional and contemporary techniques, including virtual reality and simulations, have been utilized at medical institutions throughout the globe to ensure that medical students acquire theoretical concepts and skills. As a result, students are under enormous pressure to obtain the theoretical understanding and abilities of basic medical training, which frequently results in stress syndrome (Peterkin, 147). Such information, by definition, strengthens confidence in the sequence and reliability of treatment and diagnosis. Because medical students invest most of their hours remembering and digesting knowledge, lack of motivation and deep reflection puts the acquisition of a pragmatic strategy to clinical practice at risk.
Evidence-based medicine (EBM) now dominates medical practice. It consists of three components: the scientific theory, the ever-expanding body of data, and the optimal professional medical training. EBM combines the most recent research with clinical knowledge and patient preferences. It employs an analytical technique to data derived via quantitative methods (Patterson et al., 115). Medicine is governed by solving problems, and learners may devote all of their talent and effort to discovering just one right solution, neglecting to consider broader issues about their position as healthcare professionals. As a result, medical students' basic humanitarian impulses go u...

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