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Introducing Medical Humanities--Use of Humour for Teaching Ethics: A Pilot Study at Hamdard Institute of Medical Sciences and Research, Delhi
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Author(s): Ayesha Ahmad (Department of Obstetrics and Gyencology, Hamdard Institute of Medical Sciences & Research, New Delhi, Delhi, India), Tamkin Khan (Department of Obstetrics and Gyencology, Aligarh Muslim University, Aligarh, UP, India), Shridhar Dwivedi (Department Head of Medicine/ Preventive Cardiology, Hamdard Institute of Medical Sciences & Research, New Delhi, Delhi, India)and Farah Kausar (Department of Anatomy, Hamdard Institute of Medical Sciences and Research, New Delhi, Delhi, India)
Copyright: 2013
Volume: 3
Issue: 4
Pages: 7
Source title:
International Journal of User-Driven Healthcare (IJUDH)
DOI: 10.4018/ijudh.2013100105
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Abstract
Use of Medical humanities to teach empathy started to come into being nearly 50 years ago. It has been introduced in most of the medical schools in the West for many years. In India the concept is still in its infancy with very few medical schools teaching the subject. This study was undertaken as a pilot project at the Hamdard Institute of Medical Sciences and Research, New Delhi to introduce the concept of empathy through medical humanities to undergraduate students. Students were explained the definition, meaning, scope and purpose of medical humanities. The authors aimed at sensitising the students to the importance of the public image of their profession through humour/jokes. The students were encouraged to discuss and reflect on the reasons for a negative image. The session ended by asking for commitment on their part to behave in a more ethical and professional manner once they start practicing medicine. The session was appreciated by most of the students. Majority agreed that medical humanities was an interesting way to develop empathy in doctors and develop ethical values, professionalism and communication skills. It is imperative that communication skills, professionalism and ethics are integrated into medical curriculum at all stages to inculcate empathy in medical students. Medical humanities modules are an interesting way of achieving this aim. Humour has been used as a pedagogic and communication tool in medicine. Its use for reflection and analysis of a situation or as a tool of social commentary to bring about corrective change can be explored. Further research in the subject is required; curriculum needs to be defined, teachers need to be educated and trained.
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