移情,自我反省,医学人文在医学教育中的纳入日益受到重视。这似乎是谨慎的,正如研究表明,高医师同理心与更好的患者结局相关,并且可以防止医师倦怠.此外,据报道,利用自我反思可以提高诊断准确性并提高临床医疗保健提供者的能力。因此,在医学教育中,有必要解决这些问题,然而错综复杂,最重要的技能。不要忘记这一点,几十年来,许多医学院从人文学科中获得了经验,萌芽医学人文领域。然而,在向医学生教授医学人文课程时遇到的重大障碍值得关注。因此,以理论为基础,包容性,代表,直观的教导方法令人垂涎。本文的目的是描述和介绍这种方法。为此,我介绍了一种新颖的文学移情发展模型,从阅读文本到显示移情行为的路径。注意到与医学生的相关性和可行性,这篇文章反映了这一假设背后的思想和证据;这种归属感,自我反省,通过阅读和讨论文学小说可以获得同理心。提到两篇原创研究文章,科普书籍,和哲学考虑,对于将文学小说纳入医学教育,提出了明确的推理路线。此后,它概述了,如何在哥本哈根大学的医学人文课程中,利用特定的文学摘录来对不同方面进行反思,环境,以及成为医生的条件,从而激发医学生对职业的归属感。因此,这篇透视文章展示了一种如何体现文学教育技术的具体方法。
Empathy, self-reflection, and inclusion of the medical humanities in medical education are increasingly gaining attention. This seems prudent, as studies indicate that high physician empathy is associated with better patient outcomes and could protect against physician burnout. In addition, utilizing self-reflection has been reported to surge diagnostic accuracy and increase the ability of clinical health care providers. Therefore, in medical education, there is a need to address these, however intricate, most important skills. Not oblivious to this, for decades many medical schools have reaped experience from the humanities, sprouting the field of the medical humanities. However, significant barriers encountered when teaching the medical humanities to medical students are of concern. Consequently, a theory-based, inclusive, representative, and intuitive approach to the teachings is coveted. The aim of this article is to describe and present such an approach. To this end, I introduce a novel Model of Empathetic Development by Literature, schematizing the path from reading a text to displaying an act of empathy. Ever mindful of the relevance and feasibility to medical students, this article reflects on thoughts and evidence behind the hypothesis; that sense of belonging, self-reflection, and empathy could be gained by reading and discussing literary fiction. Referring to both original research articles, books of popular science, and philosophical considerations, a clear line of reasoning for the inclusion of literary fiction in medical education is made. Thereafter, it is outlined, how-in a medical humanities course at Copenhagen University-specific literary excerpts are utilized to bring forth reflection on different aspects, circumstances, and conditions of being a physician, thereby kindling the medical students\' sense of belonging to their profession. As such, this perspective piece demonstrates a concrete approach to how a literary educative technique could manifest.