교과과정에서의 의학과 인문학의 시너지 효과

© DAVID TEPLICA, M.D., M.F.A. / COURTESY OF THE ARTIST

"Refusion" 
Selenium-toned gelatin silver print, 16 inches by 20 inches 
By David Teplica, M.D.

Dr. David Teplica, a 1985 DMS graduate, is a noted plastic surgeon in Chicago and a photographic artist whose work has been shown all around the world—including in a 1999 solo exhibition at the Wellcome Trust in London. He often trains his lens on twins, as in the image above—which was one of the works in the Wellcome Trust show. It depicts a set of twins who asked Teplica to photograph them intertwined as they would have been when they were in the womb, a position they'd never had cause to recreate. Twins make ideal models because "they are very comfortable with each other," Teplica told BBC in 1999.

(출처 : http://dartmed.dartmouth.edu/winter05/html/art_of_medicine.php)

인문학을 교과과정에 포함시켰을 때 좋은 점들.

The advantages that the humanities offer are multifactorial: 

사망과 임종, 임종을 앞든 환자에 대한 토의의 공간을 열어준다.

They offer a space for discussion about topics such as death and dying-and coping with dying patients-such that students can feel safe and objective in sharing thoughts; 

자기가 경험한 환자를 기억하게 해준다.

they remind students of the patient experience; 

탁해진 감정을 정제시켜준다.

they eloquently distill muddy feelings into nuanced words; 

"hidden currilucum"중 하나인 병동에서 경험하게 되는 경멸적 자세를 반성하는 계기로 삼을 수 있다.

and they serve as an anchoring point for a state of mind that nurtures reflection over the disdain encouraged by the "hidden curriculum" of the wards

In the version of grief we imagine, the model will be “healing.” A certain forward movement will prevail. The worst days will be the earliest days. We imagine that the moment to most severely test us will be the funeral, after which this hypothetical healing will take place. When we anticipate the funeral we wonder about failing to “get through it,”[...] We anticipate needing to steel ourselves for the moment: will I be able to greet people, will I be able to leave the scene, will I be able even to get dressed that day? We have no way of knowing that this will not be the issue. We have no way of knowing that the funeral itself will be anodyne, a kind of narcotic regression in which we are wrapped in the care of others and the gravity and meaning of the occasion. Nor can we know ahead of the fact (and here lies the heart of the difference between grief as we imagine it and grief as it is) the unending absence that follows, the void, the very opposite of meaning, the relentless succession of moments during which we will confront the experience of meaninglessness itself.

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Acad Med. 2013 Jul;88(7):921-3. doi: 10.1097/ACM.0b013e3182956017.

The synergy of medicine and art in the curriculum.

Mullangi S.

Source

Ms. Mullangi is a fourth-year medical student, Harvard Medical School, Boston, Massachusetts.

Abstract

This is a commentary in which a fourth-year medical student argues for the relevance of the arts and humanities and the need to sustain medical students' exposure to these through the medical curriculum. She writes that the point of incorporating the visual arts, literature, music, and other arts into the curriculum is not necessarily to "teach" professionalism but, rather, to offer students a viable, lifelong tool to reorient themselves as they move along in their training. The advantages that the humanities offer are multifactorial: They offer a space for discussion about topics such as death and dying-and coping with dying patients-such that students can feel safe and objective in sharing thoughts; they remind students of the patient experience; they eloquently distill muddy feelings into nuanced words; and they serve as an anchoring point for a state of mind that nurtures reflection over the disdain encouraged by the "hidden curriculum" of the wards. The author closes the commentary with excerpts from literature.