Skip to 0 minutes and 1 secondHello!! Everyone! Welcome to the class! I am Professor Duujian Tsai at Taipei Medical University. This course is community service learning for medical humanities. Through this course, you may become a smart learner in a changing world.

Skip to 0 minutes and 21 secondsIn this course, I will introduced you very important concepts. The first one is self learning. Self learning facilitated by Community Services has not only motivate medical students to present good clinical and the communication skills but also leads these students to realize the essence of medicine should be social trust. So, this course aims to facilitate the self learning though community-based curriuclum design and to propose concepts of "doctor as mediator in the changing relationship with patients." Also, to identify medical humanities as an ongoing intellectual moment. And, this course will employ oral history taking as part of a service learning curriculum to make minorities an integral part of designing new technology applications.

Skip to 1 minute and 27 secondsAnd finally, this course will also foster a new sense of professionalism that incorporates civic engagement and considers technologies as tools for conscious social change. So... Such course is funded at great historical moment. At that movement, the freezer report was established and institutionalizes. A brand new institution what we call interest parties and the medical professionalismin American society and in American parties. So... alone such kind ofintellectual discourse liberal education become foundation for the medicaleducation. And the movement is not limited to the United States. It is a global inference at an international scale. For example, the same person John Davison Rockefeller Jr.

Skip to 2 minutes and 36 secondshe went to China at that time and he bring out a very important message when he established a brand new medical school follow Johns Hopkins model in Beijing. He said at that time, whatever western medical science may have to offer China, it will be be of little avail to the chinese people until it is taken over by them and become a part of the national life. So... I think that during the past 100 years, the paradigm has been significantly changed. The change is from an old paradigm where we believe knowledge is power, to a new one, knowledge is sharing and the power is participation. In the kind of paradigm shift moment, a new initiative has been proposed.

Skip to 3 minutes and 44 secondsWhere in early clinical exposure and to be friend and the partnership with patients become a new essense of professional life for the coming age. So... a new paradigm of knowledge production is then evident. The reform of medical humanities education is in fact a new paradigm of knowledge production for broader social changes. This paradigm shift significantly changes the theory and methodology of medical education through the very important goal of empowerment. Ethical concerns therefore permeate the teaching and learning process. Moreover, a new sense of intellectually critical medical professionalism Is emerging in the field of bioethics through local, regional and global engagement. Important to see the concept of dr.

Skip to 4 minutes and 50 secondsin fact is a mediator in the change relation with a patient Generally speaking In past society, healers seemed to have the powers of God, and their specialized knowledge was far removed from the patient. With the rise of modern medicine, doctors have taken full responsibility for their patients. Patients have been passive. However, in the information age, patients have the capacity to understand their own risk factors, and patient autonomy has emerged as a major concern. So... there's a new role for medical professionals. The first is to protect the dignity of patients' lives and the autonomy of their bodies. Second, do not act as a spokesman for new medical technologies that dissect the body from the human.

Skip to 5 minutes and 58 secondsAnd third, through the misleading assumption that specialized knowledge has universal authority. Forth, we urge to learn to listen to the oral histories of patients and groups in the larger society. With an open mind, analyze and not judgmentally. And finally, we build up standards of new professional ethics and the knowledge on this basis. So, this is also very important foundation for new intellectual discourses on bioethics missions.

Introduction

Welcome to this three-week course.

Firstly, for those who have not participated in a medical humanity course before, I would like to give you a short introduction regarding how I organize a medical humanity course for undergraduate level students.

In the following two weeks, I will introduce the developments and differences between the United States and Taiwan in the medical humanities context. I will also show you how my students and I practiced medical humanities through community services.

Finally, I would like to know if you have any interesting experience to share regarding medical humanities. Please share them in the comments area.


Educator:

Prof. Duujian Tsai


You may want to “follow” me in order to see any comments I make in discussions and comments through the course.

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This video is from the free online course:

Medical Humanity: Engaging Patients and Communities in Healthcare

Taipei Medical University