The globalization of education in Medical Ethics and Humanities: Evolving pedagogy at Weill Cornell Medical College in Qatar

Pablo Rodriguez Del Pozo, Joseph J. Fins

Research output: Contribution to journalReview article

15 Citations (Scopus)

Abstract

The authors discuss their experience in implementing a Medical Ethics and Humanities course for premedical students at Weill Cornell Medical College in the Arabian Gulf emirate of Qatar. The course, first offered in 2003, is designed to prepare these students for the medical school curriculum to follow and to make global medical knowledge meaningful for their local context. Pedagogical challenges included the cross-cultural tensions that could emerge when introducing themes from Western medical ethics and humanities into this overwhelmingly Islamic context. The authors outline the response to this challenge and strategies to broaden student inquiry without engaging in indoctrination. This seminar-based course was designed around seven thematic areas of increasing biopsychosocial complexity, from nature and biology, to the patient, the physician, and the family, to broader questions of hospital care, the health care system, and the place of law in modern medicine. Readings from the literature of the Western and Arabic traditions were used, including selections by Hippocrates, Thomas, Kafka, Mahfouz, and Pellegrino. It is too early to know the ultimate impact of the course, but students demonstrated enthusiasm for ethics and the medical humanities and a willingness to consider new and novel ways of knowing. The authors anticipate that this grounding in the humanities will complement the students' work in the sciences and help further develop their nascent professional identities in an increasingly global medical community.

Original languageEnglish
Pages (from-to)135-140
Number of pages6
JournalAcademic Medicine
Volume80
Issue number2
DOIs
Publication statusPublished - 2005
Externally publishedYes

Fingerprint

Qatar
Medical Ethics
Internationality
medical ethics
Teaching
globalization
Students
Education
Premedical Students
education
student
Modern 1601-history
Family Physicians
Medical Schools
Curriculum
Reading
biology
Delivery of Health Care
moral philosophy
physician

ASJC Scopus subject areas

  • Medicine(all)
  • Education

Cite this

The globalization of education in Medical Ethics and Humanities : Evolving pedagogy at Weill Cornell Medical College in Qatar. / Rodriguez Del Pozo, Pablo; Fins, Joseph J.

In: Academic Medicine, Vol. 80, No. 2, 2005, p. 135-140.

Research output: Contribution to journalReview article

@article{927754125acc4991a443e435db944187,
title = "The globalization of education in Medical Ethics and Humanities: Evolving pedagogy at Weill Cornell Medical College in Qatar",
abstract = "The authors discuss their experience in implementing a Medical Ethics and Humanities course for premedical students at Weill Cornell Medical College in the Arabian Gulf emirate of Qatar. The course, first offered in 2003, is designed to prepare these students for the medical school curriculum to follow and to make global medical knowledge meaningful for their local context. Pedagogical challenges included the cross-cultural tensions that could emerge when introducing themes from Western medical ethics and humanities into this overwhelmingly Islamic context. The authors outline the response to this challenge and strategies to broaden student inquiry without engaging in indoctrination. This seminar-based course was designed around seven thematic areas of increasing biopsychosocial complexity, from nature and biology, to the patient, the physician, and the family, to broader questions of hospital care, the health care system, and the place of law in modern medicine. Readings from the literature of the Western and Arabic traditions were used, including selections by Hippocrates, Thomas, Kafka, Mahfouz, and Pellegrino. It is too early to know the ultimate impact of the course, but students demonstrated enthusiasm for ethics and the medical humanities and a willingness to consider new and novel ways of knowing. The authors anticipate that this grounding in the humanities will complement the students' work in the sciences and help further develop their nascent professional identities in an increasingly global medical community.",
author = "{Rodriguez Del Pozo}, Pablo and Fins, {Joseph J.}",
year = "2005",
doi = "10.1097/00001888-200502000-00005",
language = "English",
volume = "80",
pages = "135--140",
journal = "Academic Medicine",
issn = "1040-2446",
publisher = "Lippincott Williams and Wilkins",
number = "2",

}

TY - JOUR

T1 - The globalization of education in Medical Ethics and Humanities

T2 - Evolving pedagogy at Weill Cornell Medical College in Qatar

AU - Rodriguez Del Pozo, Pablo

AU - Fins, Joseph J.

PY - 2005

Y1 - 2005

N2 - The authors discuss their experience in implementing a Medical Ethics and Humanities course for premedical students at Weill Cornell Medical College in the Arabian Gulf emirate of Qatar. The course, first offered in 2003, is designed to prepare these students for the medical school curriculum to follow and to make global medical knowledge meaningful for their local context. Pedagogical challenges included the cross-cultural tensions that could emerge when introducing themes from Western medical ethics and humanities into this overwhelmingly Islamic context. The authors outline the response to this challenge and strategies to broaden student inquiry without engaging in indoctrination. This seminar-based course was designed around seven thematic areas of increasing biopsychosocial complexity, from nature and biology, to the patient, the physician, and the family, to broader questions of hospital care, the health care system, and the place of law in modern medicine. Readings from the literature of the Western and Arabic traditions were used, including selections by Hippocrates, Thomas, Kafka, Mahfouz, and Pellegrino. It is too early to know the ultimate impact of the course, but students demonstrated enthusiasm for ethics and the medical humanities and a willingness to consider new and novel ways of knowing. The authors anticipate that this grounding in the humanities will complement the students' work in the sciences and help further develop their nascent professional identities in an increasingly global medical community.

AB - The authors discuss their experience in implementing a Medical Ethics and Humanities course for premedical students at Weill Cornell Medical College in the Arabian Gulf emirate of Qatar. The course, first offered in 2003, is designed to prepare these students for the medical school curriculum to follow and to make global medical knowledge meaningful for their local context. Pedagogical challenges included the cross-cultural tensions that could emerge when introducing themes from Western medical ethics and humanities into this overwhelmingly Islamic context. The authors outline the response to this challenge and strategies to broaden student inquiry without engaging in indoctrination. This seminar-based course was designed around seven thematic areas of increasing biopsychosocial complexity, from nature and biology, to the patient, the physician, and the family, to broader questions of hospital care, the health care system, and the place of law in modern medicine. Readings from the literature of the Western and Arabic traditions were used, including selections by Hippocrates, Thomas, Kafka, Mahfouz, and Pellegrino. It is too early to know the ultimate impact of the course, but students demonstrated enthusiasm for ethics and the medical humanities and a willingness to consider new and novel ways of knowing. The authors anticipate that this grounding in the humanities will complement the students' work in the sciences and help further develop their nascent professional identities in an increasingly global medical community.

UR - http://www.scopus.com/inward/record.url?scp=12944268747&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=12944268747&partnerID=8YFLogxK

U2 - 10.1097/00001888-200502000-00005

DO - 10.1097/00001888-200502000-00005

M3 - Review article

C2 - 15671316

AN - SCOPUS:12944268747

VL - 80

SP - 135

EP - 140

JO - Academic Medicine

JF - Academic Medicine

SN - 1040-2446

IS - 2

ER -