Abstract
The role of religious studies in the medical curriculum derives from three important aspects of people’s engagement with religious belief and practice. These are (1) religion as a source of meaning, (2) religion as a source and framework for values, and (3) religion as an outstanding context for the appreciation of human diversity. By offering separate religious studies courses, or by introducing religious themes and content into students’ other learning experiences, the curriculum can foster the student’s respect for the individuality of the patient in his or her cultural context; heighten the student’s awareness of the patient’s-and his or her own-beliefs, values, and faith as resources for dealing with illness, suffering, and death; help students address any of the myriad value-laden aspects of everyday living that are part of the context of many doctor-patient encounters; and strengthen the student’s commitment to a person entered medicine that emphasizes the care of the suffering person rather than the biology of disease. The authors discuss the strengths and limitations of several settings for the teaching of religious issues in medicine, and suggest specific pedagogical approaches, readings, and resources.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 806-813 |
| Number of pages | 8 |
| Journal | Journal of the Association of American Medical Colleges |
| Volume | 70 |
| Issue number | 9 |
| State | Published - 1995 |
| Externally published | Yes |
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ASJC Scopus subject areas
- Public Health, Environmental and Occupational Health
- Nursing(all)
- Education
Cite this
Toward a person-centered medicine : Religious studies in the medical curriculum. / Barnard, David; Dayringer, Richard; Cassel, Christine K.
In: Journal of the Association of American Medical Colleges, Vol. 70, No. 9, 1995, p. 806-813.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Toward a person-centered medicine
T2 - Religious studies in the medical curriculum
AU - Barnard, David
AU - Dayringer, Richard
AU - Cassel, Christine K.
PY - 1995
Y1 - 1995
N2 - The role of religious studies in the medical curriculum derives from three important aspects of people’s engagement with religious belief and practice. These are (1) religion as a source of meaning, (2) religion as a source and framework for values, and (3) religion as an outstanding context for the appreciation of human diversity. By offering separate religious studies courses, or by introducing religious themes and content into students’ other learning experiences, the curriculum can foster the student’s respect for the individuality of the patient in his or her cultural context; heighten the student’s awareness of the patient’s-and his or her own-beliefs, values, and faith as resources for dealing with illness, suffering, and death; help students address any of the myriad value-laden aspects of everyday living that are part of the context of many doctor-patient encounters; and strengthen the student’s commitment to a person entered medicine that emphasizes the care of the suffering person rather than the biology of disease. The authors discuss the strengths and limitations of several settings for the teaching of religious issues in medicine, and suggest specific pedagogical approaches, readings, and resources.
AB - The role of religious studies in the medical curriculum derives from three important aspects of people’s engagement with religious belief and practice. These are (1) religion as a source of meaning, (2) religion as a source and framework for values, and (3) religion as an outstanding context for the appreciation of human diversity. By offering separate religious studies courses, or by introducing religious themes and content into students’ other learning experiences, the curriculum can foster the student’s respect for the individuality of the patient in his or her cultural context; heighten the student’s awareness of the patient’s-and his or her own-beliefs, values, and faith as resources for dealing with illness, suffering, and death; help students address any of the myriad value-laden aspects of everyday living that are part of the context of many doctor-patient encounters; and strengthen the student’s commitment to a person entered medicine that emphasizes the care of the suffering person rather than the biology of disease. The authors discuss the strengths and limitations of several settings for the teaching of religious issues in medicine, and suggest specific pedagogical approaches, readings, and resources.
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M3 - Article
VL - 70
SP - 806
EP - 813
JO - Journal. Association of American Medical Colleges
JF - Journal. Association of American Medical Colleges
SN - 0095-9545
IS - 9
ER -