Five ways to get a grip on teaching advocacy in medical education: the health humanities as a novel approach

Authors

  • Arundhati Dhara Dalhousie University
  • Sarah Fraser Dalhousie University

DOI:

https://doi.org/10.36834/cmej.75274

Abstract

The advocate role is recognized as an intrinsic medical competency. Despite recent attention to pedagogical approaches, it is a role that remains poorly understood and difficult to teach. At the same time there is a growing body of evidence showing the necessity of incorporating humanities-based education into medical curricula. Here, we present five ways to use the humanities as a tool for teaching the advocate role including: decentring the physician as expert, fostering provider engagement, allowing for flexibility, making the humanities mandatory and normalizing narrative tools in education and practice.

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References

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Published

2024-02-06

How to Cite

1.
Dhara A, Fraser S. Five ways to get a grip on teaching advocacy in medical education: the health humanities as a novel approach. Can. Med. Ed. J [Internet]. 2024 Feb. 6 [cited 2024 Apr. 21];15(1):75-7. Available from: https://journalhosting.ucalgary.ca/index.php/cmej/article/view/75274

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