Medical Humanities strives to understand what it means to be human, and to explore how we experience health, illness, and healthcare.
Humanities, social sciences and the arts play a critical role in emergency medicine. They enable us to search for meaning, stimulate sensitivity, develop clinical empathy, uncover insights, reduce suffering, and create a humanistic clinical experience.
Medical humanities draws on a wide range of exploration, including :
Understanding all dimensions of medicine, including economic, political, social, cross-cultural, gender, sexuality, race, class, and age.
Using the arts (e.g. film, painting and literature) to represent health, illness, healthcare, etc., allowing us to learn through experience.
CONCEPTUAL AND CRITICAL ANALYSIS
Examining power, discipline, and knowing, and critically analyzing what we do as it relates to humanity and the principles of justice.
Developing teaching and learning methods that cultivate self-awareness and commitment to the wellness of others. Fostering professional identities that go beyond merely plumbers of the body, to include empathy and resilience.
Learn more about our multi-disciplinary curriculum. >>
Making the Connections
Due to the multi-disiplinary nature of medical humanities, faculty and students have many opportunities to connect with experts within the university and around the country, through collaborations and presentations.
Poster presentation and data collection for virtual reality study on interruptions in the patient-physician interaction at the 2018 International Health Humanities Consortium Conference.
Teaching by Virtual Reality
Dr. Henry Curtis and collaborators have created a new virtual reality project that enables emergency doctors to practice how to multitask in a fast-paced, high-risk and disruptive environment.
The Four Pillars
The integration of the four pillars of Medical Humanities are represented by William Osler, who established bedside teaching; Paul Cezanne, to represent experience; the stethoscope and gavel to illustrate the importance of critical and conceptual thinking; and the doctor to represent the role of self-awareness and a commitment to wellness.
Henry A. Curtis, M.D., FACEP, FAAEM
Section Director and Film/Virtual Reality Lead
Jason Lowe, D.O.
Mobile Media Lead
Anne Merritt, M.D.
Michael Bresler, M.D.
Barbie Barrett, M.D.
Stanford Associated Faculty
Assistant Professor of Digital Humanities, Director of Stanford Literary Lab
Denning Family Provostial Professor, Music
Lauren Edwards, M.D.
Clinical Assistant Professor of Medicine
Academic Research and PRGM Officer, School of Medicine – Biomedical Ethics
Maren Monsen, M.D.
Director, Program in Bioethics and Film at the Stanford Center for Biomedical Ethics
Samuel Rodriguez, M.D.
Founder and Co-director of Stanford CHARIOT program for children
Audrey Shafer, M.D.
Professor of Anesthesiology, Director of Stanford Medicine and the MUSE program
Associate Professor of French and Italian