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United Campus Ministry papers, 1970-1972
1971-10-30 Summary Report from Roger Simpson Page 6
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-6- G) K. Danner Clouser MD. Hersey Med. Center, U. of Pa.) "Philosophy and Medicine" (author of study paper) Interest in this began with a small disciplinary group at Univer. Pa. Composed of faculty and students. Shared ideas across traditional boundaries. We are all engrossed in our own specialties. Especially, need more discussion of humanities in Med, Ed, Little done now. Problem: to sell "soft science" vs "hard science" Ill: in med. study "normal" vs. "abnormal". Yet can't really define "norms" Truth is actually in area of probability. Issues of causality: series of casual relations, with variables. 1.) What is purpose of humanities in medicine? Answer: to produce better MD and provide better HC for persons. 2.) What is School trying to do (purposing) when it sets up dept of humanities Answer: placate activists, save face. Need to get faculty generally behind it. Faculty don't see humanities having real relevance to Med. Ed. 3.) What is Medicine as a profession trying to do with humanities? Answer Cout to perserve the med. system and profession. Must question whether they are really interested in better health care. 4.) What is the Faculty role in humanities? Answer: get space, funds, & number of students - all of which measure prestige. Danger of losing perspective of overall objective. Faculty are key persons. Needs to be more precise in definitions: "Human"? "Health?". Respondents: Mr. Torre, NIMH. We are all too optimistic: there is no money for funding humanities. Accent is on research, publishing. No accent on service-little on teaching. Service orientated person is seen as a "drop-out" Focus is mostly on profession (and research, puh. that gives this) System of Ed. is the classical approach for education. old as Aristotle. Some changes are coming- all very slow. Real ball game is that dew changes are possible Got to move beyond present system, paradigm is Ohio State, where decide objectives, then lets students set own pace, course in getting there. Need more professional generalist: need specially, high tolerance for ambiguity. H) Panel: "How to Introduce Perspective on Humanities into Medical School" Ideas at random, with person identified as possible -"use structures as they exist: 1 quarter, elective on "Health & Human Values" "Set up for 1 hr/week for 12 meetings. Hard to sell to Curr. Comm so must sensitize members. Get Dept. Chmn to assist you. Used colloquium printed to all Comm. members. Search out "frozen" time that was unused, & get faculty persons to permit use. If throw into active competition with hard science will only lose.." (Wilton Keplet MD, U. Nebraska, who teaches a course of values in Med. Colleges. -Joe Tupin, MD (Psych.) Chmn. Currm Comm., new Med. Schl, U. of Calif. Davis "Have students on current committee. Keep current in transition. No anatomy organ systems. Man and his environment. Not to produce scientists: Teach what must know to keep MD from making an unredeemable error. Anyone can offer elective. Limit core cutt. In class 15 hrs/wk Hard science for charts, graphs, goal definitions, measure changes, etc. Sof science: chronology of patient from birth-ill-death; see person in content of total institution, society, consider person of MD, see value content of WASP; philo: phenomenology of healing as an event. Institutional standards: territoriality questions: funding system; requirements of x hrs. / student to justify faculty (if see that Dept. X only teaching 6 hrs.wk, then assumes can reduce faculty by X) (CONT)
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-6- G) K. Danner Clouser MD. Hersey Med. Center, U. of Pa.) "Philosophy and Medicine" (author of study paper) Interest in this began with a small disciplinary group at Univer. Pa. Composed of faculty and students. Shared ideas across traditional boundaries. We are all engrossed in our own specialties. Especially, need more discussion of humanities in Med, Ed, Little done now. Problem: to sell "soft science" vs "hard science" Ill: in med. study "normal" vs. "abnormal". Yet can't really define "norms" Truth is actually in area of probability. Issues of causality: series of casual relations, with variables. 1.) What is purpose of humanities in medicine? Answer: to produce better MD and provide better HC for persons. 2.) What is School trying to do (purposing) when it sets up dept of humanities Answer: placate activists, save face. Need to get faculty generally behind it. Faculty don't see humanities having real relevance to Med. Ed. 3.) What is Medicine as a profession trying to do with humanities? Answer Cout to perserve the med. system and profession. Must question whether they are really interested in better health care. 4.) What is the Faculty role in humanities? Answer: get space, funds, & number of students - all of which measure prestige. Danger of losing perspective of overall objective. Faculty are key persons. Needs to be more precise in definitions: "Human"? "Health?". Respondents: Mr. Torre, NIMH. We are all too optimistic: there is no money for funding humanities. Accent is on research, publishing. No accent on service-little on teaching. Service orientated person is seen as a "drop-out" Focus is mostly on profession (and research, puh. that gives this) System of Ed. is the classical approach for education. old as Aristotle. Some changes are coming- all very slow. Real ball game is that dew changes are possible Got to move beyond present system, paradigm is Ohio State, where decide objectives, then lets students set own pace, course in getting there. Need more professional generalist: need specially, high tolerance for ambiguity. H) Panel: "How to Introduce Perspective on Humanities into Medical School" Ideas at random, with person identified as possible -"use structures as they exist: 1 quarter, elective on "Health & Human Values" "Set up for 1 hr/week for 12 meetings. Hard to sell to Curr. Comm so must sensitize members. Get Dept. Chmn to assist you. Used colloquium printed to all Comm. members. Search out "frozen" time that was unused, & get faculty persons to permit use. If throw into active competition with hard science will only lose.." (Wilton Keplet MD, U. Nebraska, who teaches a course of values in Med. Colleges. -Joe Tupin, MD (Psych.) Chmn. Currm Comm., new Med. Schl, U. of Calif. Davis "Have students on current committee. Keep current in transition. No anatomy organ systems. Man and his environment. Not to produce scientists: Teach what must know to keep MD from making an unredeemable error. Anyone can offer elective. Limit core cutt. In class 15 hrs/wk Hard science for charts, graphs, goal definitions, measure changes, etc. Sof science: chronology of patient from birth-ill-death; see person in content of total institution, society, consider person of MD, see value content of WASP; philo: phenomenology of healing as an event. Institutional standards: territoriality questions: funding system; requirements of x hrs. / student to justify faculty (if see that Dept. X only teaching 6 hrs.wk, then assumes can reduce faculty by X) (CONT)
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