Striving to do Good Things: Teaching Humanities in Canadian Medical Schools

摘要: We provide the results of a systematic key-informant review medical humanities curricula at fourteen Canada’s seventeen schools. This survey was first its kind. found wide diversity views among educators as to what constitutes humanities, and lack consensus on how best train students in field. In fact, it is not clear that has been attempted – or even desirable given Canadian programs are largely shaped by individual educators’ interests, experience passions. anarchic approach teaching contrasts sharply with clinical sciences where national accreditation processes attempt ensure doctors graduating from different schools have roughly same knowledge (or least passed exams). argue marginalized because they considered be odds philosophically current dominant culture evidence-based medicine (EBM). such adhering consensual standard measure worth, which defy easy metrical appraisal vulnerable. close plea for education become more comfortable borderlands between EBM approaches.