DOI: https://doi.org/10.7203/metode.8.10555

Literature in medical teaching: The crucial importance of literature in the education of medical students


Abstract


Recent years have seen an increase in the interest for the use of literature in the medical context with different objectives. First of all, its use as a pedagogical tool for medicine students made it possible to improve necessary professional competencies that were difficult to achieve with traditional biologist education. Secondly, patients’ accounts have become very interesting to understand how they live their disease. Finally, the usefulness of literary works as an enhancing tool in order to improve the quality of life of patients is starting to be recognised. In conclusion, literature constitutes an element with great formative interest that can improve the relationship with patients because it allows a better understanding of their disease.


Keywords


medicine; literature; medical teaching; dehumanisation; humanities

References


  1. Baños, J. E. (2003). El valor de la literatura en la formación de los estudiantes de medicina. Educación Médica, 6(2), 93–99. doi: 10.4321/s1575-18132003000200005

  2. Baños, J. E., & Guardiola E. (2015). Utilidad de los textos literarios en la docencia de ciencias de la salud: Ejemplos en cardiología. FEM: Revista de la Fundación Educación Médica, 18(1), 5–14. doi: 10.4321/S2014-98322015000100003

  3. Baños, J. E., & Guardiola, E. (2016). ¿Leer a Tolstói nos hace mejores médicos? Reflexiones en torno a La muerte de Iván Illich. Revista de Medicina y Cine, 12(3), 170–176.

  4. Berthoud, D., & Elderkin, S. (2017). Manual de remedios literarios. Cómo curarnos con libros. Madrid/Barcelona: Siruela/Círculo de Lectores.

  5. Craice de Benedetto, M. A., Gatti, G., & Lima da Costa, D. (2011). La literatura como recurso didáctico en la formación humanista de los estudiantes de medicina. Atención Familiar, 18(3), 59–62. 

  6. Fitzgerald, F. (2015). Medicine: The greatest of humanities. Journal of Pain and Symptom Management, 49(5), 964–966. doi: 10.1016/j.jpainsymman.2014.12.014

  7. Guardiola, E., & Baños, J. E. (2016). «Del médico que no sabe más que medicina…» o la publicación de artículos no médicos en revistas médicas. Revista de Medicina y Cine, 12(4), 193–195.

  8. Hawkins, A. H., & McEntyre, M. D. (2000). Introduction. Teaching literature and medicine: A retrospective and a rationale. En A. H. Hawkins, & M. D. McEntyre (Eds.), Teaching literature and medicine (pp. 1–25). New York: The Modern Language Association. 

  9. Hidalgo, A., & Cantabrana, B. (2017). Efectos terapéuticos de la lectura. Revista de Medicina y Cine13(2), 75–88.

  10. Hunter, K. M., Charon, R., & Coulehan, J. L. (1995). The study of the literature in medical education. Academic Medicine, 70(9), 787–794.

  11. Kohan, S. A. (2013). La escritura terapéutica. Claves para escribir la vida y la creación literaria. Barcelona: Alba editorial.

  12. Miller, E., Balmer, D., Hermann, N., Graham, G., & Charon, R. (2014). Sounding narrative medicine: Studying students’ professional identity development at Columbia University College of Physicians and Surgeons. Academic Medicine, 89(2), 335–342.

  13. Nadal, J. (2017). Libroterapia. Leer es vida. Barcelona: Plataforma editorial.

  14. Navarro, F. A. (1999). Viaje al corazón de uno mismo. ¿Por qué demonios escriben tanto los médicos? Madrid: Roche. 

  15. Shapiro, J. (2011). Illness narratives: Reliability, authenticity and the empathic witness. Medical Humanities, 37, 68–72. doi: 10.1136/jmh.2011.007328

  16. Squier, H. A. (2000). Teaching humanities in the undergraduate medical curriculum. In T. Greenhalgh, & B. Hurwitz (Eds.), Narrative based medicine (pp. 128–139). Londres: BMJ Books.

  17. The Lancet (2015). Literature and medicine: Why do we care? The Lancet, 385(9963), 90. doi: 10.1016/S0140-6736(15)60004-6

  18. Young, R. K. (2016). Introducing The Arts and Medicine. JAMA turns another page. JAMA, 316(13), 1365. doi: 10.1001/jama.2016.14822







Creative Commons License
Texts in the journal are –unless otherwise indicated– published under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License

____________________________________________________________________________________________________________________