PubMed · 1195307
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A S Relman. 1975. Adding a general medicine track.. https://doi.org/10.1097/00001888-197512000-00020
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Until recently, most medical educators emphasized the art of medical education and largely ignored the fundamental science of learning underlying their basic practices. However, over the last decade medical education has evolved into an academic discipline in its own right, where scholarship can be demonstrated in the generation of new knowledge or the development of more efficient or effective strategies for transferring knowledge to others. It is essential that all medical educators familiarize themselves with the fundamental literature of the learning sciences and build upon it as it applies to their individual practices as medical teachers. Recent developments in the discipline of medical education and their implications for teaching will be the focus of this year's Ideas for Medical Education column. As associate editor for 1999, the author of this paper describes the problems associated with mastering the scientific underpinnings of medical education and outlines the kinds of questions that will be addressed in the Ideas feature throughout the year.
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The current interest in philosophical questions and ethical aspects of medicine turns attention towards the past and obtains suggestions and perspectives from previous descriptions and interpretations of sickness, therapy, and the relation between the patient and physician. Culture as therapy and therapy as culture are fundamental challenges for the present; physician, patient, and society, i.e., humans and humane medicine, need this dialogue, which should also be constitutive for teaching history of medicine. Through the separation of the natural sciences and the humanities, modern progress of medicine has produced many benefits but has, at the same time, raised many problems. Negative consequences of this development exist not only for the patient, but also for his personal environment and for the physician. In the course of modern history, there have been several reactions aimed at overcoming these one-sided tendencies: in the Renaissance, in the epoch of Romanticism and Idealism, and at the beginning and the end of the 19th century. This article outlines, with historical examples and contemporary reflections, the concept of teaching history of medicine in the perspective of "medical humanities".