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Biomedical subjects

R S Downie

Publications and source records attributed to R S Downie.

6 recordsLinked to original sources
PubMed1991

Literature and medicine.

There are various ways in which medicine and literature interact, but this paper concentrates on the contribution which literature can make to 'whole person understanding'. Scientific understanding is concerned with seeing events and actions in terms of patterns or similarities. But 'whole person understanding' is concerned with uniqueness or with what it is for a given person to have an illness. Literature can in various ways develop this kind of understanding.

Attitude to Health↗
PubMed1988

Literature and medicine: a short course for medical students.

A course on literature and medicine for medical students is described. A wide range of books, plays and poems were used with medical and non-medical themes. Students enjoyed the course and particularly welcomed the non-medical components. The staff learned at least as much as the students. Several book lists were developed with input from the students. Such a course might have a part to play in several parts of the medical course, such as in the teaching of ethics.

Attitude of Health Personnel↗
PubMed1988

Education and training in medicine.

Education and training are terms which are often used loosely, interchangeably, and require definition. Training is often seen as a series of activities which are related to the acquisition of specific skills and may be narrowly based. Education, on the other hand, has an important value base and is broader in concept. The arguments for and against an 'educated' doctor or a 'trained' doctor are considered, and it is concluded that for medical practice both education and training are required. The implication of this for the preparation of doctors and for their continuing learning is considered.

Education, Medical↗
PubMed1987

Practical problems in the teaching of ethics to medical students.

Some practical problems in the teaching of ethics to medical students are described. The definition of the objectives of the course remains the central aspect, and is more important than the specific content. The use of student projects, buzz groups, case histories and discussion points is described. There is a need for student assessment or examination at the end of the course. The teachers require a broad background in philosophy, clinical medicine and teaching skills. The learning of the teachers may be as important as that of the students.

Curriculum↗
PubMed1975

Determinism.

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Behavior↗