Should poetry be included in the curriculum for specialty registrars?
Author: Foster, William
Source: Education for Primary Care, Volume 18, Number 6, November 2007 , pp. 712-723(12)
Publisher: Radcliffe Publishing Ltd.
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Abstract:
WHAT IS ALREADY KNOWN IN THIS AREA• Scientific, evidence-based medicine seems to dominate medical education.• Special study modules (SSM) options in Humanities have been established in some UK medical schools, but are experienced by a small percentage of students.• Humanities-based education is less common in postgraduate education and tends to be accessed by those with existing arts-based interests.• The potential benefits of literature (prose and poetry) in healthcare education have been well described.WHAT THIS WORK ADDS• This is the first study that examines the experiences of a cohort of specialty registrars (StRs) who experienced poetry-based sessions as a part of their half-day release course.• The registrars identified personal and professional benefits of discussing poems, speculating on how this might alter patient care.• The sessions were evaluated as being effective and enjoyable.• A methodology is described that is straightforward to deliver, requiring no expert literary resource.• Poetry sessions may help StRs to develop emotional competence.SUGGESTIONS FOR FUTURE RESEARCH• The introduction of the new GP curriculum and reorganisation of training schemes may allow opportunities to introduce humanities-based education.• Further research is needed to explore the potential of teaching methodologies that utilise arts-based material in primary care educationKeywords: CURRICULUM; POETRY; SPECIALTY REGISTRARS; VOCATIONAL TRAINING
Document Type: Research article
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