«Актуальные проблемы обучения социально
-
гуманитарных наук в медицинском образовании»
Международная научно
-
практическая онлайн конференция
539
INTEGRATION OF SOCIO-HUMANITIES IN MEDICAL EDUCATION
ON THE EXAMPLE OF FOREIGN EXPERIENCE
Umirzakova Nargiza Akmalovna
Tashkent State Dental Institute, Tashkent, Uzbekistan
Abstract.
Humanistic medicine, or medical humanities, is the answer to the
challenges of the times and the growing technologization of medicine. The organic
unity of a high level of education with clearly defined professional knowledge with
mandatory elements of a methodological and ideological educational plan is an
urgent task of a modern higher medical school.
Key words:
education, humanization, humanization, technologization of
medicine, reflexive professionalism, medical education.
ИНТЕГРАЦИЯ СОЦИАЛЬНО
-
ГУМАНИТАРНЫХ НАУК
В МЕДИЦИНСКОМ ОБРАЗОВАНИИ НА ПРИМЕРЕ
ЗАРУБЕЖНОГО ОПЫТА
Умирзакова Наргиза Акмаловна
Ташкентский государственный
стоматологический институт,
Ташкент, Узбекистан
Аннотация.
Гуманистическая
медицина,
или
медицинские
гуманитарные науки, –
это ответ на вызовы времени и на растущую
технологизацию медицины. Органическое единство высокого уровня
образования с четко выраженными профессиональными знаниями с
обязательными элементами методического и мировоззренческого
воспитательного плана является актуальной задачей современной высшей
медицинской школы.
Ключевые слова:
образование, гуманизация, технологизация
медицины, рефлексивный профессионализм, медицинское образование.
«Актуальные проблемы обучения социально
-
гуманитарных наук в медицинском образовании»
Международная научно
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практическая онлайн конференция
540
CHET EL TAJRIBASI MISOLIDA TIBBIY TA
’
LIMDA IJTIMOIY-
GUMANİTAR FANLAR INTEGRATSİYASI
Umirzakova Nargiza Akmalovna
Toshkent davlat stomatologiya instituti, Toshkent, Oʻzbekiston
Annotatsiya.
Gumanistik tibbiyot yoki tibbiy gumanitar fanlar hozirgi
zamon
muammolari
va
tibbiyotning
to
bora
o‘
sib
borayotgan
texnologiyzatsiyalashuviga javob sifatida muhim
o‘
ringa egadir. Bugungi kunda
ta
’
limning duny
o‘
qarash, tarbiyaviy va uslubiy elementlarining uzviy birligi bilan
aniq belgilangan kasbiy bilimga ega b
o‘
lgan zamonaviy oliy tibbiy ta
’
limning yuqori
sifat darajasiga olib chiqish dolzarb vazifa sanaladi.
Kalit s
o‘
zlar:
ta
’
lim, insonparvarlashtirish, insonparvarlashtirish, tibbiyotni
texnologiyalashtirish, refleksliv professionallik, tibbiy ta
’
lim.
INTRODUCTION
In Uzbekistan, maintaining the health of the population and providing high-
quality medical services to our people is one of the priority directions of our state
policy. The adoption of the 2018 Laws
“
On Transplantation
”
and 2019 Laws
“
On Protection of Reproductive Health of Citizens
”
indicate that the legal
regulation of the medical field in our country has increased attention to the issues
of patient rights.
“
At the same time that large-scale reforms are being carried out
in the field of medicine, the dehumanization of medicine is manifested in the
doctor-patient relationship
”
and
“
causes many protests and objections to the
health sector in society
”
. [2; 3] This requires finding new theoretical solutions
aimed at studying the nature of problems arising in the existence of society and
determining their multifaceted characteristics.
PURPOSE OF WORK.
Working with literature, researching sources and data analysis consists of
elucidating foreign experience in teaching and integration of social and
humanitarian sciences in medical institutions of higher education.
At a time when the world is experiencing negative factors such as nuclear
weapons, environmental crisis, anthropogenic pandemics, experiments on
humans, new forms of violence and totalitarianism caused by the dehumanization
of the medical field, manipulation of human organs and tissues, human selection,
degeneration of natural features, events such as the transformation of the
naturalness of the male and female sex, the emergence of new diseases, including
the COVID-19 virus pandemic, threaten human existence and the future. This, in
turn, places a special responsibility on education, especially medical education,
and poses a number of ontological, epistemological, axiological, epistemological,
praxiological problems to the philosophy of the XXI century, which requires
finding new theoretical solutions. [12; 15].
«Актуальные проблемы обучения социально
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гуманитарных наук в медицинском образовании»
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Role of Humanities in medical education as a participant contributing to the
formation of professionalism of doctors began to be questioned and as a result of
this attitude, the process of optimization, reduction of hours and the subjects of
Humanities in medical education followed. How justified is this attitude to the
Humanities?
Medical education reformer Abraham Flexner (1866
–
1959) is considered
by many to be the father of the medical education curriculum in modern America
[1; 6] Since the 70s of the last centuries, there has been a tendency to integrate
science, medical ethics and Humanities education in medical schools. Medical
Humanities have become part of the mainstream of medical education in North
America, the United Kingdom, and other European countries. They are now
included in many medical programs in Australia. In November 2004, the
Australian medical Humanities Association was founded; a year earlier, a
postgraduate course in medical Humanities was launched at the University of
Sydney in 2003.
Theoretical basis or Methods. In medical education abroad, the courses
“
medical humanities
”
–
“
medical Humanities
”
occupy a different position than in
our country today. It is an interdisciplinary field consisting of the Humanities
(theory of literature and art, philosophy, ethics, history, and religious studies),
social Sciences (anthropology, psychology, and sociology), and arts (literature,
theater, film, music, and visual arts) included in the curriculum of medical
students. The goal of the medical Humanities is to nurture humanity and form
spirituality through medical practice and contemplation, empathizing with
patients, narratives of illness through spiritual awakening and understanding the
mutual healing power of human relationships. The ultimate mission of the
medical Humanities is to educate doctors so that they can self
–
learn and adhere
to a lifelong philosophy of dedication-one of the main meanings of their
profession [5; 18].
Humanistic medicine, or medical Humanities, is a response to the
challenges of the time and the growing technologization of medicine.
RESULTS
It is true that immersion in science is a necessary part of medical education,
but it is also true that it is not enough. Calls to strengthen, improve, and technically
re-equip medicine and education lead to its technologization and create objective,
systemic conditions for the destruction of the humanitarian culture in medicine.
Courses in the history of medicine, medical narrative in literature, bioethics,
medicine and art, and spirituality in medicine are essential in the training of
doctors, as this knowledge will help balance the technological side of medicine
with the humanistic side and resist the processes of dehumanization [10; 3]. The
rapid growth of biomedical knowledge and the growing demands on medical
students in medical education are paying more and more attention to the
problems of technologization in their training programs, which threatens to
displace the Humanities from the educational process altogether. What
’
s
«Актуальные проблемы обучения социально
-
гуманитарных наук в медицинском образовании»
Международная научно
-
практическая онлайн конференция
542
happening? There is a "curtailment" of hours and courses in the Humanities, and
the optimization process carried out in order to improve the quality of medical
education has led to the practice of absolutizing the importance of the
technological component in medical education. There is a difference between the
sphere of technological solutions and the sphere of personal problems of patients
[7; 16].
DISCUSSION
Technologization of medicine leads to the fact that the medical community
is focused on technological solutions (high-tech interventions). The history of the
Humanities in medicine is marked by the need for a cultural transformation that
addresses the imbalance between the technological aspects of medicine and the
human aspects of health and care. Thus, neglecting the humanitarian context of
the patient (including his personal experience of disease, pain, emotional turmoil,
etc.) is a deep consequence of the fact that the health system is not focused
properly on the solution of personal problems of the patient [11; 13].
Today, considering the phenomenon of the emergence of medical
Humanities, the international experience of integrating the Humanities in medical
education, we can conclude that there was an innovation through the already
well-known tradition, when the value of medical Humanities in education was
rediscovered. [8; 21] Medical Humanities should be considered as an active moral
practice and pedagogical strategy. Countering a lack of empathy with reflexive
professionalism is a pressing issue in medical education. To meet this need,
creative art and narrative understanding have become essential tools for medical
Humanities education. The goals of medical Humanities are not only theoretical,
but also practical. Theoretically, they provide a basis for analysis and, as a result,
understanding of what the phenomenon of medicine and health care is. [4; 9].
Practical, because this analysis must, of course, have and already has implications
for the way care is delivered, from the most basic laboratory research to the
clinical meeting to national health policy. In addition, the medical Humanities
have the potential to influence clinically relevant attitudes due to their ability to
affect not only intellectual abilities and rational thinking, but also emotions and
intuition. In the international experience of medical Humanities, more and more
attention are paid to the visual arts, literary texts
–
novels, short stories, drama,
poetry
–
to educate medical students or practitioners.
CONCLUSION
The development of medical Humanities is caused and caused not only by
the need for their education and for medical professionals. The field of medical
Humanities is broader than professional development, however important it may
be. Humanitarian training should include a sufficient place in the educational
process of morality, spirituality, charity, responsiveness, kindness and a sense of
compassion
–
that is, those high character traits that should be organically in
every doctor [19; 14]. In high school, there are frankly not enough lessons on
«Актуальные проблемы обучения социально
-
гуманитарных наук в медицинском образовании»
Международная научно
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практическая онлайн конференция
543
moral and aesthetic education. Organic unity of a high level of training with clearly
defined professional knowledge with mandatory elements of the methodological
and ideological educational plan is an urgent task of modern higher medical
schools.
The process of reducing the hours and subjects of Humanities in medical
education is not justified. international experience shows the need to deepen
humanization and humanitarization, which is reflected in the WFME World
standards for improving the quality of medical education [20; 13].
This study also substantiates the importance of social and human sciences
in medical education and the relevance of introducing bioethics into educational
practices as a mechanism for optimizing and improving the healthcare system.
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