CEU Electronic Theses and Dissertations, 2016
| Author | Khan Habibullah, Nilofer |
|---|---|
| Title | Can humanities make better doctors? towards an integral approach in medical humanities education |
| Summary | This thesis applies the integral education approach, derived from Integral Theory developed by Ken Wilber, to mitigate challenges faced in medical humanities teaching to medical student. Key challenges addressed include the lack of clinical relevance in medical humanities teaching, pedagogic quarantine of humanities disciplines from mainstream medical education courses, and lack of clarity on how learning outcomes emerging from the medical humanities may be evaluated. Pursuant to this, Lindblom’s ‘muddling through’ successive limited comparisons policy strategy is also presented with elements of integral education. Empirical analysis from the Medical Humanities Initiative at University of California, School of Medicine, Irvine, is situated on the integral education typology to illustrate the use of integral education principles. Three encompassing policy recommendations are proposed for integral medical humanities education, i.e. structural policy-level changes, engaging humanities and pedagogy expert in curriculum design, and embracing novel non-metric means of evaluation with patient feedback for assessing learning outcomes, towards developing a robust integral education policy framework for the medical humanities in training medical students. Keywords: Medical humanities; medical education; integral theory; integral education; higher education policy. |
| Supervisor | Matei, Liviu |
| Department | School of Public Policy MA |
| Full text | https://www.etd.ceu.edu/2016/khan_nilofer.pdf |
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