INTEGRATING HUMANISTIC VALUES INTO MEDICAL TRAINING: A CASE STUDY OF UK MEDICAL SCHOOLS

Abstract

The integration of humanistic values into medical education has become increasingly relevant in the context of contemporary healthcare. As medical schools seek to prepare future healthcare professionals for the complex emotional and ethical dimensions of clinical practice, there is a growing emphasis on cultivating empathy, effective communication, and ethical reasoning. This article explores how UK medical schools are responding to these demands by incorporating humanistic education into their curricula. Despite existing efforts, inconsistencies in implementation, structural barriers, and a lack of national coordination continue to challenge the development of a fully human-centered approach to medical training.

The aim of the article: The aim of this article is to examine the integration of humanistic values into medical training in the UK, with a particular focus on how empathy, communication, and ethical reasoning are embedded in medical curricula.

Methodology: A mixed-methods approach was employed, combining a review of relevant literature, curriculum analysis, and survey data. The theoretical foundation was established through critical engagement with scholarly sources on medical humanities and humanistic pedagogy. A comparative review of UK medical curricula was conducted to assess the inclusion and emphasis of humanistic content.

Scientific novelty: This article explores the uneven integration of humanistic values in UK medical training, using a mixed-methods approach to highlight structural barriers and advocate for a standardized framework to equip future doctors with essential interpersonal and ethical competencies.

Conclusions: Humanizing medicine: The Importance of Humanistic Education in Training for the Healing Professions. While humanism is recognized as necessary at many, if not all, medical schools in the UK, its application appears to be sporadic at best and largely limited to optional modules. This creates sporadic exposure and leads to the underdevelopment of critical interpersonal skills of medical students. Making humanism an explicit core competency of general graduate medical education and supporting that effort with clear national standards and improved multidisciplinary education will help ensure that all medical graduates have the humanistic competencies needed to ensure holistic care for all patients. Emphasizing humanism in medical education lays the groundwork for improving healthcare delivery while maintaining professional well-being and resiliency to the changing needs of patients across various clinical settings.