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Humanism in Health and Healthcare Homepage

Module 1: History of Medicine, Modernism, and the Emergence of the Biomedical Model

Competencies covered in this module:

Knowledge for Practice (AAMC)


• Demonstrate knowledge of established and evolving biomedical, clinical, epidemiological, and social-behavioral sciences, as well as the application of this knowledge to patient care (AAMC 2)
  
• Apply principles of epidemiological sciences to the identification of health problems, risk factors, treatment strategies, resources, and disease prevention/health promotion efforts for patients and populations (AAMC 2.4)

Systems-Based Practice (AAMC)

• Demonstrate an awareness of and responsiveness to the larger context and system of health care, as well as the ability to call effectively on other resources in the system to provide optimal health care. (AAMC 6)
  
• Advocate for quality patient care and optimal patient care systems (AAMC 6.4)

Professionalism (AACOM)

• Knowledge - Demonstrate knowledge of the behavioral and social sciences that provide the foundation for the professional competency, including medical ethics, social accountability and responsibility, and commitment to professional virtues and responsibilities. ( AACOM V.)
  

Systems-Based Practice


• Demonstrate an understanding of how patient care and professional practices affect other healthcare professionals, healthcare organizations, and society.  (AACOM VII.) 
  
• Demonstrate an understanding of how current issues in the world are affecting health care delivery to patients and the community.
  

(AACN) 

• Demonstrate an appreciation of the history of and contemporary issues in nursing and their impact on current nursing practice. ( AACN VIII.5)
  
• Synthesize theories and concepts from liberal education to build an understanding of the human experience.
  

Module1: Lesson 1: The Emergence of Modern Medicine

Learning Objectives:

• Describe the transition from pre-modern to modern medicine and its impact on humanism in health and healthcare.

Click here to start this lesson

• Innovation Through Tradition: Rediscovering the “Humanist” in the Medical Humanities
• How Clinicians Integrate Humanism in their Clinical Workplace—‘Just Trying to Put Myself in their Human Being Shoes’

Module 2. The Epidemiological Transition and the Humanistic (Re)turn

Competencies covered in this module:

Knowledge for Practice (AAMC) 

• Demonstrate knowledge of established and evolving biomedical, clinical, epidemiological, and social-behavioral sciences, as well as the application of this knowledge to patient care.
  
• Apply principles of epidemiological sciences to the identification of health problems, risk factors, treatment strategies, resources, and disease prevention/health promotion efforts for patients and populations ( AAMC 2.4 )
  

Practice-Based Learning and Improvement (AACOM.)

• Describe and apply systematic methods to improve population health. (AACOM VI.)
  
• Identify the determinants of populations’ health.
  
• Identify sources of disparities in populations’ health and access to care.
  

Public Health Systems Competencies(AACOM.)

• Assesses and addresses the determinants of health and illness factors contributing to health promotion and disease prevention (AACOM XII.)
  

(AACN)

• Demonstrate an appreciation of the history of and contemporary issues in nursing and their impact on current nursing practice. (AACN VIII.5)
  
• Synthesize theories and concepts from liberal education to build an understanding of the human experience.
  

Module 2: Lesson 1:The Epidemiological Transition

Learning Objectives:

• Define and discuss the epidemiological transition.
• Analyze how shifts in the epidemiological profile of disease have caused shifts in the structure and function of the health care system.

Click here to start this lesson

• The Epidemiological Transition (or What We Died, Die and Will Die From)
• Updating the Epidemiological Transition Model

• Discussion Forum: Changes in the epidemiological profiles of outbreaks and its impact on health care systems (300 minutes)

Module 2: Lesson 2: The Impact of the Epidemiological Transition on Humanism in Health and Healthcare

Learning Objectives:

• Describe how late modern epidemiological transitions have contributed to a re-emerging emphasis on humanism in health and healthcare.

• Addressing Challenges in Humanistic Communication During COVID-19 Through Medical Education

• The End of Modern Medicine: The Evolution of Disease and Transformations in Medical Practice

• Quiz: Module 1 and 2

Module 3. Medicalization and Social Control

Competencies covered in this module:

Knowledge for Practice (AAMC)

• Demonstrate knowledge of established and evolving biomedical, clinical, epidemiological, and  social-behavioural sciences, as well as the application of this knowledge to patient care. (AAMC 2)
  
• Apply principles of social-behavioural sciences to provision of patient care, including assessment of the impact of psycho-social and cultural influences on health, disease, care seeking, care compliance, and barriers to and attitudes toward care. (AAMC 2.5)
  

Professionalism  (AAMC) 

• Demonstrate a commitment to carrying out professional responsibilities and an adherence to ethical principles. (AAMC 5)
  
• Demonstrate a commitment to ethical principles pertaining to provision or withholding of care, confidentiality, informed consent, and business practices, including compliance with relevant laws, policies, and regulations. (AAMC 5.6)
  

Professionalism: Ethics

• Demonstrate knowledge of and the ability to apply ethical principles in the practice and research of osteopathic medicine, particularly in the areas of provision or withholding of clinical care, confidentiality of patient information, informed consent, business practices, the conduct of research, and the reporting of research results. (AACOM V. 6)
  

(AACN)

• Engage in ethical reasoning and actions to provide leadership in promoting advocacy, collaboration, and social justice as a socially responsible citizen. (AACN I. 6)
  

Module 3: Lesson 1: Medicalization and Social Control

Learning Objectives:

• Define medicalization.
• Describe how medicalization reflects power dynamics inherent to medicine and health care.

• Medicalization Defined in Empirical Contexts – A Scoping Review

• Medicalization: A Historical Perspective

Module 3: Lesson 2: Medicalization and Overdiagnosis

Learning Objectives:

• Identify how medicalization leads to over-diagnosis and articulate why this may negatively impact patient care.

• Medicalisation and Overdiagnosis: What Society Does to Medicine

• How to Distinguish Medicalization from Over-medicalization?

Module 4: The Biopsychosocial Model

Competencies covered in this module:

Knowledge for Practice (AAMC)

• Demonstrate knowledge of established and evolving biomedical, clinical, epidemiological, and social-behavioral sciences, as well as the application of this knowledge to patient care. (AAMC 2)
  
• Apply principles of epidemiological sciences to the identification of health problems, risk factors, treatment strategies, resources, and disease prevention/health promotion efforts for patients and populations. (AAMC 2.4)
  

Medical Knowledge (AACOM)

• Articulate basic biomedical science and epidemiological and clinical science principles related to patient presentation. (AACOM II. 1)
  
• Demonstrate an appreciation of the history of and contemporary issues in nursing and their impact on current nursing practice. (AACN VIII. 5)
  

Module 4: Lesson 1: An Overview of the Biopsychosocial Model

Learning Objectives:

• Define each aspect of the biopsychosocial model and describe each interaction with the others to form a more robust picture of health and illness in contrast to the traditional biomedical model.
• Describe potential shortcomings of the biopsychosocial model; in particular, analyze whether it is a sufficient framework for humanism in health and healthcare.

• The New Old (and Old New) Medical Model: Four Decades Navigating the Biomedical and Psychosocial Understandings of Health and Illness

• The Biopsychosocial Model and the New Medical Humanism

• Quiz: Module 3 and 4

Module 5: The Birth of Bioethics and the Evolution of Humanism

Competencies covered in this module:

Professionalism (AAMC)

• Demonstrate a commitment to carrying out professional responsibilities and an adherence to ethical principles. (AAMC 5)
  
• Demonstrate respect for patient privacy and autonomy. (AAMC 5.3)
  
• Demonstrate a commitment to ethical principles pertaining to provision or withholding of care, confidentiality, informed consent, and business practices, including compliance with relevant laws, policies, and regulations. (AAMC 5.6)
  

Professionalism: Knowledge (AACOM)

• Demonstrate knowledge of the behavioral and social sciences that provide the foundation for the professionalism competency, including medical ethics, social accountability and responsibility, and commitment to professional virtues and responsibilities. (AACOM V. 1)
  
• Demonstrate social accountability and responsibility (i.e. the welfare of the patient or society should supersede the physician’s self-interest). (AACOM V. 1c)
  

Professionalism: Ethics (AACOM)

• Demonstrate knowledge of and the ability to apply ethical principles in the practice and research of osteopathic medicine, particularly in the areas of provision or withholding of clinical care, confidentiality of patient information, informed consent, business practices, the conduct of research, and the reporting of research results. (AACOM V. 6)
  
• Apply the ethical principles of autonomy, beneficence, non-malfeasance, fidelity, justice, and utility. (AACOM V. 6f)
  

(AACN)

• Engage in ethical reasoning and actions to provide leadership in promoting advocacy, collaboration, and social justice as a socially responsible citizen. (AACN I. 6)
  

Module 5: Lesson 1: The Historical Evolution of Bioethics

Learning Objectives:

• Describe the origins of bioethics as a discipline, including watershed cases in both medical research and clinical medicine and the development of its foci from acute dilemmas to broader social and humanistic aspects of ethics.

• The Rise of Bioethics: A Historical Overview

Module 5: Lesson 2: Clinical Ethics Analysis

Learning Objective:

• Discuss the principles of clinical ethics and articulate four key domains of analysis ("the four topics") of clinical ethics issues.
  . Analyze the four key domains of clinical ethics analysis for where notions of humanism are manifest and where normative ethics analysis may not be fully humanistic.

• Jonsen’s Four Topics Approach as a Framework for Clinical Ethics Consultation

Module 6: The Science of Empathy

Competencies covered in this module:

Patient Care (AAMC) 

• Provide patient-centered care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health.
  
• Counsel and educate patients and their families to empower them to participate in their care and enable shared decision-making.
  

Knowledge for Practice (AAMC) 

• Demonstrate knowledge of established and evolving biomedical, clinical, epidemiological, and social-behavioral sciences, as well as the application of this knowledge to patient care.
  
• Apply principles of social-behavioral sciences to the provision of patient care, including assessment of the impact of psychosocial and cultural influences on health, disease, care seeking, care compliance, and barriers to and attitudes toward care.
  

Interpersonal and Communication Skills (AAMC)

• Demonstrate interpersonal and communication skills that result in the effective exchange of information and collaboration with patients, their families, and health professionals.
  
• Demonstrate insight and understanding about emotions and human responses to emotions that allow one to develop and manage interpersonal interactions.
  

Osteopathic Principles and Practices (AACOM) 

• Approach the patient with recognition of the entire clinical context, including mind-body and psychosocial interrelationships.
  
• Recognize and treat each patient as a whole person, integrating body, mind, and spirit.
  
• Demonstrate caring, compassionate, and empathetic behavior during the application of OMT in the clinical setting.
  
• Diagnose clinical conditions and plan patient care.
  
• Consider the patient’s perspective and values in diagnostic decision-making.
  

Patient Care  (AACOM) 

• Form a patient-centered, interprofessional, evidence-based management plan.
  
• Elicit the patient’s perspective on the current situation and modify the diagnostic and treatment plan as appropriate in response to the patient’s needs and preference.
  
• Recognize and respond appropriately to the ethical dimensions of clinical decision-making.
  

Interpersonal and Communication Skills  (AACOM) 

• Establish and maintain the physician-patient relationship.
  
• Explore the psychosocial, occupational, and biomechanical environment in which the patient lives and/or in which health care is administered.
  
• Conduct a patient-centered interview that includes the following.
  
• Communicate in a manner that demonstrates sensitivity to gender as well as to racial and cultural diversity.
  

Professionalism: Humanistic Behavior  (AACOM) 

• Demonstrate humanistic behavior, including respect, compassion, probity, honesty, and trustworthiness.
  
• Provide polite, considerate, and compassionate treatment to every patient.
  

(AACN)

• I.1:  Integrate theories and concepts from liberal education into nursing practice.
  
• I.2:  Synthesize theories and concepts from liberal education to build an understanding of the human experience.
  
• VIII.3: Promote the image of nursing by modeling the values and articulating the nursing profession's knowledge, skills, and attitudes.
  

Module 6: Lesson 1: The Science of Empathy

Learning Objectives:

• Describe the notion of empathy, and how it differs from sympathy.
• Describe the scientific basis for empathy and its contributions to interpersonal interactions and relationships.
• Analyze how the concept of empathy is critical to medical practice, and particularly important after the epidemiological transition (you'll need to draw on concepts from previous modules in this course to do so adequately).

• Empathy, sympathy and compassion in healthcare: Is there a problem? Is there a difference? Does it matter?
• The Science of Empathy

• Case Scenario: Differentiating between empathy and sympathy (240 minutes)

Module 6: Lesson 2: Empathy in Patient Care

Learning Objective:

• Describe how empathy affects measurable patient outcomes and the evidence supporting this in the research literature.

• The Role of Empathy in Health and Social Care Professionals

• Quiz: Module 5 and 6

Module 7: Building Empathy: Practices of the Senses

Competencies covered in this module:

Knowledge for Practice (AAMC)

• Demonstrate knowledge of established and evolving biomedical, clinical, epidemiological, and social-behavioral sciences, as well as the application of this knowledge to patient care.
  
• Apply principles of social-behavioral sciences to the provision of patient care, including assessment of the impact of psychosocial and cultural influences on health, disease, care seeking, care compliance, and barriers to and attitudes toward care.
  

Interpersonal and Communication Skills (AAMC)

• Demonstrate interpersonal and communication skills that result in the effective exchange of information and collaboration with patients, their families, and health professionals.
  
• Demonstrate sensitivity, honesty, and compassion in difficult conversations, including those about death, end of life, adverse events, bad news, disclosure of errors, and other sensitive topics.
  

Professionalism (AAMC)

• Demonstrate a commitment to carrying out professional responsibilities and an adherence to ethical principles.
  
• Demonstrate compassion, integrity, and respect for others.
  

 Personal and Professional Development  (AAMC)

• Demonstrate the qualities required to sustain lifelong personal and professional growth.
  
• 8.1 Develop the ability to use self-awareness of knowledge, skills, and emotional limitations to engage in appropriate help-seeking behaviors.
  
• 8.2 Demonstrate healthy coping mechanisms to respond to stress.
  
• 8.3 Manage conflict between personal and professional responsibilities.
  
• 8.8 Recognize that ambiguity is part of clinical health care and respond by utilizing appropriate resources in dealing with uncertainty.
  

Osteopathic Principles and Practices (AACOM) 

• Approach the patient with recognition of the entire clinical context, including mind-body and psychosocial interrelationships.
  
• Recognize and treat each patient as a whole person, integrating body, mind, and spirit.
  

Professionalism - Knowledge  (AACOM) 

• Demonstrate knowledge of the behavioral and social sciences that provide the foundation for the professionalism competency, including medical ethics, social accountability and responsibility, and commitment to professional virtues and responsibilities.
  
• a. Explain why a physician must demonstrate honesty, integrity, and respect for the patient in every interaction.
  
• b. Recognize personal values, attitudes, and biases as they influence patient care.
  
• c. Demonstrate social accountability and responsibility (i.e., the welfare of the patient or society should supersede the physician’s self-interest).
  
• d. Assess the context of a patient’s social and economic situation, capacity for self-care, and ability to participate in shared decision-making.
  

Professionalism- Humanistic Behavior-  (AACOM) 

• Demonstrate humanistic behavior, including respect, compassion, probity, honesty, and trustworthiness.
  
• Provide polite, considerate, and compassionate treatment to every patient.
  

Professional and Personal Self-Care (AACOM) 

• Demonstrate understanding that he/she is a representative of the osteopathic profession and is capable of making valuable contributions as a member of this society; lead by example; provide for personal care and well-being by utilizing principles of wellness and disease prevention in the conduct of professional and personal life.
  
• Ensure that his/her mental, physical, or health condition does not have a negative impact on patient care or welfare. 
  
• Identify personal sources of stress and apply appropriate interventions.
  

(AACN)

• Required I: Liberal Education for Baccalaureate Generalist Nursing Practice
  
• Integrate theories and concepts from liberal education into nursing practice.
  
• Synthesize theories and concepts from liberal education to build an understanding of the human experience.
  
• Demonstrate tolerance for the ambiguity and unpredictability of the world and its effect on the healthcare system.

Module 7: Lesson 1: Working with literature

Learning Objectives:

• Practice deep reading and introspection while reading narrative and articulate resulting insights that relate to the experience of illnesses and healthcare practice.
• Articulate the value of literature as a source of appreciation for the richness, diversity, and complexity of the human condition.
  

• Three Things to Do With Stories Using Literature in Medical, Health Professions, and Interprofessional Education

• Asynchronous Learning Activity: Literature Reflection on Illness and Disease (360 minutes)

Module 7: Lesson 2: Working with Visual Art

Learning Objectives:

• Practice deliberate meditation and introspection while observing visual art articulate resulting insights that relate to the experience of illness and healthcare practice.
• Describe what visual art may represent about the individual that chose it.

• How Art Can Heal

• The Connection Between Art, Healing, and Public Health: A Review of Current Literature

• Photograph Reflection: Reflecting on the work of Hrair Sarkissian (330 minutes)

Module 7: Lesson 3: Working with Poetry

Learning Objectives:

• Describe how your understanding of your purpose and identity has been impacted by your experiences in medicine.
• Discuss what you have learned about yourself by reading poetry written by others.

• More Than Words: Why Poetry is Good for Our Health
• National Poetry Month: Poetry and Medicine

• Asynchronous Learning Activity: Poetry Reflection I (240 minutes)
• Asynchronous Learning Activity: Poetry Reflection II (240 minutes)

Module 7: Lesson 4: Working with Music

Learning Objectives:

• Articulate the parallels between music and health care practice.
  
• Analyze how a practitioner might, using a deep analytical listening of music might, at least over time, develop greater facility with the humanistic aspects of patient care.

• The Expanding Scope, Inclusivity, and Integration of Music in Healthcare: Recent Developments, Research Illustration, and Future Direction

• Music, Computing, and Health: A Roadmap for the Current and Future Roles of Music Technology for Health Care and Well-Being

Module 8: Empathy in Pracice: Narrative Medicine/Narrative Communication

Competencies covered in this module:

Patient Care (AAMC:)   

• Provide patient-centered care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health.
  
• Counsel and educate patients and their families to empower them to participate in their care and enable shared decision-making.
  

Knowledge for Practice (AAMC)

• Demonstrate knowledge of established and evolving biomedical, clinical, epidemiological and social-behavioral sciences, as well as the application of this knowledge to patient care.
  
• Apply principles of social-behavioral sciences to provision of patient care, including assessment of the impact of psychosocial and cultural influences on health, disease, care seeking, care compliance, and barriers to and attitudes toward care.
  

Interpersonal and Communication Skills (AAMC)

• Demonstrate interpersonal and communication skills that result in the effective exchange of information and collaboration with patients, their families, and health professionals.
  
• 4.1 Communicate effectively with patients, families, and the public, as appropriate, across a broad range of socioeconomic and cultural backgrounds.
  
• 4.6 Demonstrate sensitivity, honesty, and compassion in difficult conversations, including those about death, end of life, adverse events, bad news, disclosure of errors, and other sensitive topics.
  
• 4.7 Demonstrate insight and understanding about emotions and human responses to emotions that allow one to develop and manage interpersonal interactions.
  

Osteopathic Principles and Practices (AACOM)

• Approach the patient with recognition of the entire clinical context, including mind-body and psychosocial interrelationships.
  
• Recognize and treat each patient as a whole person, integrating body, mind, and spirit.
  
• Demonstrate caring, compassionate, and empathetic behavior during the application of OMT in the clinical setting.
  
• Diagnose clinical conditions and plan patient care.
  
• Consider the patient’s perspective and values in diagnostic decision-making.
  

Patient Care (AACOM) 

• Form a patient-centered, interprofessional, evidence-based management plan.
  
• Elicit the patient’s perspective on the current situation and modify the diagnostic and treatment plan as appropriate in response to the patient’s needs and preference.
  
• Recognize and respond appropriately to the ethical dimensions of clinical decision-making.
  

Interpersonal and Communication Skills (AACOM) 

• Establish and maintain the physician-patient relationship.
  
• Explore the psychosocial, occupational, and biomechanical environment in which the patient lives and/or in which health care is administered.
  
• Conduct a patient-centered interview that includes the following.
  
• Communicate in a manner that demonstrates sensitivity to gender as well as to racial and cultural diversity.
  

Professionalism (AACOM)

• Humanistic Behavior - Demonstrate humanistic behavior, including respect, compassion, probity, honesty, and trustworthiness.
  
• Provide polite, considerate, and compassionate treatment to every patient.
  

(AACN) 

• I.1:  Integrate theories and concepts from liberal education into nursing practice.
  
• I.2:  Synthesize theories and concepts from liberal education to build an understanding of the human experience.
  
• VI.3: Incorporate effective communication techniques, including negotiation and conflict resolution, to produce positive professional working relationships.
  

Module 8: Lesson 1: Narrative Medicine: Connecting with Patients

Learning Objectives:

• Articulate the way in which narrative can enable a richer understanding of patients and their illness experiences.
  
• Describe how a narrative approach to patience care can help connect the patient and the clinician in a relationship.
  
• Define 7 key concepts necessary to eliciting a patient's narrative.
  
• Describe key questions that are useful for eliciting and elaborating patient narrative in a clinical "conversation."

• Role of narrative-based medicine in proper patient assessment
• What is Narrative Based Medicine

• Empathy in patient care: from ‘Clinical Empathy’ to ‘Empathic Concern’

• Quiz: Module 7 and 8

Module 9: Self Care: Caring for Self to Care for Others

Competencies covered in this module:

Knowledge for Practice (AAMC)

• Demonstrate knowledge of established and evolving biomedical, clinical, epidemiological, and social-behavioral sciences, as well as the application of this knowledge to patient care. (AAMC 2)
  
• Apply principles of social-behavioral sciences to the provision of patient care, including assessment of the impact of psychosocial and cultural influences on health, disease, care seeking, care compliance, and barriers to and attitudes toward care. (AAMC 2.5)
  

Personal and Professional Development (AAMC)

• Demonstrate the qualities required to sustain lifelong personal and professional growth. (AAMC 8)
  
• Develop the ability to use self-awareness of knowledge, skills, and emotional limitations to engage in appropriate help-seeking behaviors. (AAMC 8.1)
  
• Demonstrate healthy coping mechanisms to respond to stress. (AAMC 8.2)
  

Professionalism: Professional and Personal Self-Care  (AACOM) 

• Ensure that his/her mental, physical, or health condition does not have a negative impact on patient care or welfare. (AACOM V. 8b)
  
• Identify personal sources of stress, and apply appropriate interventions. (AACOM V. 8f)
  

(AACN) 

• Recognize the relationship between personal health, self-renewal, and the ability to deliver sustained quality care. (AACN 14)
  

Module 9: Lesson 1: Understanding Burnout in Healthcare: Causes and Consequences

Learning Objective:

• Define burnout and articulate its various causes among healthcare professionals.
  

• Burnout in Healthcare Workers: Prevalence, Impact and Preventative Strategies.

• Burnout in United States Healthcare Professionals: A Narrative Review

Module 9: Lesson 2: Self-care and Patient Care

Learning Objectives:

• Describe ways that burnout can be mitigated in healthcare, both at the individual and system levels.
• Describe the potential consequences of burnout for both the provider and for patient care.
  

• Developing resilience to combat nurse burnout
• Factors Related to Physician Burnout and Its Consequences: A Review:

• Effect of burnout among physicians on observed adverse patient outcomes: a literature review.

Module 9: Lesson 3: Empathy and Self-care at Odds?: Thinking Realistically and Critically

Learning Objective:

• Analyze the dilemmas of empathy among health professionals with respect to humanistic commitment to patients and maintaining an appropriate professional detachment.

• Empathy and Burnout in Medicine: Acknowledging Risks and Opportunities
• "Goodbye … Through a Glass Door"Emotional Experiences of Working in COVID-19 Acute Care Hospital Environments.

• Compassion and self-compassion in medicine: Self-care for the caregiver

Module 10: Problems of Otherness and Dilemmas of Difference

Competencies covered in this module:

Knowledge for Practice (AAMC)

• Demonstrate knowledge of established and evolving biomedical, clinical, epidemiological, and social-behavioral sciences, as well as the application of this knowledge to patient care.
  
• Apply principles of social-behavioral sciences to the provision of patient care, including assessment of the impact of psychosocial and cultural influences on health, disease, care seeking, care compliance, and barriers to and attitudes toward care.
  

Interpersonal and Communication Skills (AAMC)

• Demonstrate interpersonal and communication skills that result in the effective exchange of information and collaboration with patients, their families, and health professionals.
  
• Communicate effectively with patients, families, and the public, as appropriate, across a broad range of socioeconomic and cultural backgrounds.
  

Interprofessional Collaboration (AAMC)

• Demonstrate the ability to engage in an interprofessional team in a manner that optimizes safe, effective patient- and population-centered care.
  
• Work with other health professionals to establish and maintain a climate of mutual respect, dignity, diversity, ethical integrity, and trust.
  

 Patient Care (AACOM) 

• Gather accurate data related to the patient encounter.
  
• Apply appropriate knowledge to the medical interview and demonstrate the ability to identify and/or address psychosocial, cultural, religious, health maintenance, and risk factor issues.
  
• Health promotion and disease prevention (HPDP).
  
• Demonstrate cultural awareness and sensitivity when communicating with the patient, family, and caregivers.
  

Professionalism (AACOM)

• Accountability -Demonstrate accountability to patients, society, and the profession, including the duty to act in response to the knowledge of professional behavior of others.
  
• Demonstrate commitment to underserved, vulnerable, disadvantaged, disenfranchised, and special populations.
  
• Cultural Competency - Demonstrate awareness of and proper attention to issues of culture, religion, age, gender, sexual orientation, and mental and physical disabilities.
  
• Treat all patients, colleagues, and others fairly, ensuring that no group is favored at any other expense.
  
• Openly discuss cultural issues, and be responsive to cultural cues.
  
• Demonstrate how to cope with differences in people in a constructive way.
  

Practice-Based Learning and Improvement  (AACOM)

• Describe and apply systematic methods to improve population health.
  
• a.Identify the determinants of populations’ health.
  
• b. Identify sources of disparities in populations’ health and access to care.
  
• c.Identify vulnerable or marginalized populations within those served, and respond appropriately.
  

Required VII: Clinical Prevention and Population Health (AACN)

• Assess health/illness beliefs, values, attitudes, and practices of individuals, families, groups, communities, and populations.
  
• Advocate for social justice, including a commitment to the health of vulnerable populations and the elimination of health disparities.
  

Required VIII: Professionalism and Professional Values (AACN)

• Reflect on one’s own beliefs and values as they relate to professional practice.
  
• Communicate to the healthcare team one’s personal bias on difficult healthcare decisions that impact one’s ability to provide care.
  

Module 10: Lesson 1: Problematics of Otherness

Learning Objectives:

• Identify the notion of otherness/othering and how it manifests in the health care setting.
• Describe the dilemma of otherness with respect to attempts to address social inequalities and analyze whether it is possible to engage inequality without contributing to the othering of marginalized groups.

• Ethics Explainer: The Other
• Othering in the Nursing Context: A Concept Analysis

• Quiz: Module 9 and 10

Module 11. Marginalization (Choose at least 5 lessons to complete from those available, based on your interests and educational and professional needs.)

Competencies covered in this module:

Module 11: Lesson 1: Global Health and Cross-Cultural Practice

Learning Objectives:

• Articulate best practices for conducting ethical and humanistic global health work.
• Analyze the ethical dilemmas inherent to global health work and offer insights into how to navigate the potential for harm by medical volunteers to underresourced countries by drawing on global health best practices.
  
• Identify the causes and ethical dilemmas posed by medical “brain drain” (the migration of health professionals from relatively resource poor nations to wealthier nations with less actual need).
  

• Virtue and Care Ethics & Humanism in Medical Education: a Scoping Review
• More Harm Than Good? The Questionable Ethics of Medical Volunteering and International Student Placements
• Medical “Brain Drain” and Health Care Worker Shortages: How Should International Training Programs Respond?

Module 11: Lesson 2: Issues of Class and Poverty

Learning Objectives:

• Articulate the impact of socioeconomic status on patients’ health status and health behaviors.
  
• Demonstrate critical thinking about the needs of patients who face socioeconomic disadvantage and articulate creative approaches to clinical care that are sensitive to the challenges they face.

• Explaining Socioeconomic Disparities in Health Behaviours: A Review of Biopsychological Pathways Involving Stress and Inflammation

Module 11: Lesson 3: Race/Ethnictiy and Health

Learning Objectives:

• Identify racial or ethnic minorities in a society that are marginalized.
  
• Identify multiple pathways by which structures of marginalization directed at ethnic and racial minorities lead to poorer health.

• Racism and Health: Evidence and Needed Research

• Achieving Racial and Ethnic Equity in U.S. Health Care
• Racial and Ethnic Differences in Presentation and Outcomes for Patients Hospitalized With COVID-19: Findings From the American Heart Association’s COVID-19 Cardiovascular Disease Registry

• Asynchronous Learning Activity 1: Race/Ethnicity and Health (270 minutes)

Module 11: Lesson 4: The Health of Immigrants, Refugees, and Displaced Persons

Learning Objectives:

• Discuss different perspectives on the ethical obligation to provide health care to undocumented immigrants.
  
• Articulate the impact of immigration and/or refugee status on patients’ health and their experiences with health and health care.
  
• Demonstrate critical thinking about the needs of patients who face health disadvantages because of their immigrant/refugee status and articulate creative approaches to clinical care that are sensitive to the
challenges they face.

• Access to Health Care for Illegal Migrants: Ethical Implications of a New Health Policy in the UK
• Barriers to Accessing Health Care Among Undocumented Migrants in Sweden - a Principal Component Analysis

• Immigration as a Social Determinant of Health

Module 11: Lesson 5: Gender and Health

Learning Objectives:

• Articulate the impact of gender on patients’ health and their experiences with health and health care.
  
• Demonstrate critical thinking about the needs of patients who face health disadvantages because of gender norms and associated stigmas and articulate creative approaches to clinical care that are sensitive to the challenges they face.

• Gender Disparities in Clinical Practice: Are There Any Solutions? Scoping Review of Interventions to Overcome or Reduce Gender Bias in Clinical Practice (2020)

• The Promises and Limitations of Gender-Transformative Health Programming with Men: Critical Reflections from the Field

Module 11: Lesson 6: LGBTQ+ Persons and Health

Learning Objectives:

• Articulate the social and humanistic factors affecting the health of patients who identify as LGBTQ+, including their experiences in society at large, and the health care system in particular.
  
• Demonstrate critical thinking about the needs of patients who face health disadvantages because of their identification as LGBTQ+ and associated stigmas and articulate creative approaches to clinical care that are sensitive to the challenges they face.
  

• Understanding the Health Needs of LGBT People

• Health Inequities in LGBT People and Nursing Interventions to Reduce Them: A Systematic Review (2021)

Module 11: Lesson 7: Incarcerated and Formerly Incarcerated Persons

Learning Objectives:

• Articulate the social and humanistic factors affecting the health of patients who are incarcerated or formerly incarcerated, including their experiences in society at large, and the health care system in particular.
  
• Describe ethical dilemmas that can emerge for clinical practitioners caring for patients who are incarcerated or were formerly incarcerated.
  
• Demonstrate critical thinking about the needs of patients who face health disadvantages because of incarceration status and associated stigmas and articulate creative approaches to clinical care that are sensitive to the challenges they face.
• Compare the difference between the minimum care a physician is obligated to provide within a criminal justice setting from the standard they are held to in the free world and describe measures that you could take as a physician to anticipate and meet the health needs of incarcerated or formerly incarcerated patients (see in particular the AMA Journal of Ethics case study.

• Caring for Ex-prisoners Presents Management Challenges
• What Does Health Justice Look Like for People Returning from Incarceration?
• Assessing Incarcerated Women’s Physical and Mental Health Status and Needs in a Swiss Prison: a Cross-Sectional Study
• "Who Should Make Decisions for Unrepresented Patients Who Are Incarcerated? "

• Linkages Between Health and Incarceration
• Do Prisoners Trust the Healthcare System?

Module 11: Lesson 8: Disability, Health, and Healthcare

Learning Objectives:

• Articulate the social and humanistic factors affecting the health of patients who are living with disability.
  
• Describe different models used for understanding disability and the advantages and disadvantages that come with seeing disability in terms of each of these models.
  
• Demonstrate critical thinking about the clinical needs of patients who are living with disabilities and articulate creative approaches to clinical care that are sensitive to the challenges they face.
  

• Disability: Definitions, Models, Experience
• Three Things Clinicians Should Know About Disability

• Prevalence of Disabilities and Health Care Access by Disability Status and Type Among Adults — United States, 2016

Module 11: Lesson 9: Health, Humanism, and Aging

Learning Objectives:

• Articulate the social and humanistic aspects of aging, particularly with respect to how older people experience aging.
  
• Describe ways that ageism manifests in the health care setting at both systemic and clinical levels and articulate ways that practitioners can challenge ageism and its effects.

• Ageism in the Health Care System: Providers, Patients, and Systems

• Inequalities in Later Life: The Issue and the Implications for Policy and Practice
• “Tho’ Much is Taken, Much Abides”: A Good Life Within Dementia

Module 11: Lesson 10: Children, Health, and Humanism

Learning Objectives:

• Articulate the social and humanistic aspects of childhood, particularly with respect to how children experience illness.
  
• Describe ways that clinical care for children can use humanistic practices to improve children's illness experiences and coping.

• Connecting a Sociology of Childhood Perspective with the Study of Child Health, Illness and Wellbeing: Introduction
• Minimizing Pediatric Healthcare-Induced Anxiety and Trauma

Module 11: Lesson 11: Religion/Spirituality and Health

Learning Objectives:

• Articulate how religion and spirituality affect patient experiences of illness and their relationships with their health care practitioners.
  
• Describe ways that clinical care for children can use humanistic practices to improve children's illness experiences and coping.

• How Should Clinicians Respond to Requests from Patients to Participate in Prayer?
• Defining Spirituality in Healthcare: A Systematic Review and Conceptual Framework
• The Role of Spirituality and Religiosity in Healthcare During the COVID-19 Pandemic: An Integrative Review of the Scientific Literature

• Quiz: Module 11

• A journal submission on Race/ Ethnicity, Gender, and Health. (450 minutes)

Module 12: From Cultural Competency to Cultural Humility: Habits of Respectful Curiosity

Competencies covered in this module:

Knowledge for Practice (AAMC)

• Demonstrate knowledge of established and evolving biomedical, clinical, epidemiological, and social-behavioral sciences, as well as the application of this knowledge to patient care. (AAMC 2)
  
• Apply principles of epidemiological sciences to the identification of health problems, risk factors, treatment strategies, resources, and disease prevention/health promotion efforts for patients and populations. (AAMC 2.4)
  
• Apply principles of social-behavioral sciences to provision of patient care, including assessment of the impact of psychosocial and cultural influences on health, disease, care seeking, care compliance, and barriers to and attitudes toward care. (AAMC 2.5)
  



Professionalism  (AAMC) 

• Demonstrate a commitment to carrying out professional responsibilities and an adherence to ethical principles. (AAMC 5)
  
• Demonstrate accountability to patients, society, and the profession. (AAMC 5.4)
  
• Demonstrate sensitivity and responsiveness to a diverse patient population, including but not limited to diversity in gender, age, culture, race, religion, disabilities, and sexual orientation. (AAMC 5.5)
  



Professionalism: Cultural Competency (AACOM) 

• Demonstrate awareness of and proper attention to issues of culture, religion, age, gender, sexual orientation, and mental and physical disabilities. (AACOM V. 7)
  
• Treat all patients, colleagues, and others fairly, ensuring that no group is favored at the expense of any other. (AACOM V. 7a)
  
• Openly discuss cultural issues, and be responsive to cultural cues. (AACOM V. 7c)
  
• Demonstrate how to cope with differences in people in a constructive way. (AACOM V. 7d)
  
• Demonstrate an understanding of the scope of culture and the elements that form and define it. (AACOM IX. 1)
  
• Recognize personal and professional tendencies toward bias and stereotyping and work to counter them. (AACOM IX. 2)
  
• Understand the public health implications of cultural competence in health care. (AACOM IX. 3)
  
• Demonstrate familiarity with basic religious and cultural beliefs that affect patients’ understanding of the etiology of their illness and/or the efficacy of their treatment. (AACOM IX. 4) 
  
• Use the cultural profile and history with individual patients to assess healthcare needs in the community. (AACOM IX. 11)

• Assess health/illness beliefs, values, attitudes, and practices of individuals, families, groups, communities, and populations. (AACN 3)
  



Essential VIII: Professionalism and Professional Values (AACN) 

• Reflect on one’s own beliefs and values as they relate to professional practice. (AACN 6)
  
• Communicate to the healthcare team one’s personal bias on difficult healthcare decisions that impact one’s ability to provide care. (AACN 8)
  

Module 12: Lesson 1: From cultural competence to cultural humility

Learning Objectives:

• Interrogate and discuss the limits of cultural competence as a humanistic enterprise in healthcare.
  
• Analyze and describe the differences between cultural competency and cultural humility.

• Cultural Competency Interventions During Medical School: a Scoping Review and Narrative Synthesis
• Addressing Culture Within Healthcare Settings: The Limits of Cultural Competence and the Power of humility"

• Reflection Activity: A reflection on cultural competency and humility (210 minutes)

Module 12: Lesson 2: Practices of Humility in Healthcare

Learning Objective:

• Describe best practices for integrating cultural humility into patient care.

• Practicing Cultural Competence and Cultural Humility in the Care of Diverse Patients

• Not Missing the Opportunity: Strategies to Promote Cultural Humility Among Future Nursing Faculty

Module 12: Lesson 3: From Cultural Humility to Structural Competency and Social Justice

Learning Objectives:

• Describe the limitations of "cultural humility" even insofar as it improves on the concept of "cultural competency."
• Analyze and describe the implications of "structural competency" for patient care.

• Structural Competency in Health Care

Module 13: The Future of Humanism in Health and Health Care

Competencies covered in this module:

Professionalism (AAMC) 

• Demonstrate a commitment to carrying out professional responsibilities and an adherence to ethical principles. (AAMC 5)
  
• Demonstrate a commitment to ethical principles pertaining to provision or withholding of care, confidentiality, informed consent, and business practices, including compliance with relevant laws, policies, and regulations. (AAMC 5.6)
  



Systems-Based Practice (AAMC) 

• Demonstrate an awareness of and responsiveness to the larger context and system of health care, as well as the ability to call effectively on other resources in the system to provide optimal health care. (AAMC 6)
  



Personal and Professional Development (AAMC)

• Demonstrate the qualities required to sustain lifelong personal and professional growth. (AAMC 8)
  
• Provide leadership skills that enhance team functioning, the learning environment, and/or the health care delivery system. (AAMC 8.6)
  



Professionalism: HUMANISTIC BEHAVIOR (AACOM)

• Demonstrate humanistic behavior, including respect, compassion, probity, honesty, and trustworthiness. (AACOM V. 2)
  
• Demonstrate openness, honesty, and trustworthiness during direct communication with patients and their families and in the writing of reports, the signing of forms, and the provision of evidence in litigation or other formal inquiries. (AACOM V. 2d)



Systems-Based Practice (AACOM)

• Demonstrate understanding of how patient care and professional practices affect other health care professionals, health care organizations, and society. (AACOM VII. 2)
  
• Demonstrate understanding of how current issues in the world are affecting the delivery of health care to patients and to the community. (AACOM VII. 2g)
  



(AACN) 

• Engage in ethical reasoning and actions to provide leadership in promoting advocacy, collaboration, and social justice as a socially responsible citizen. (AACN I. 6)
  

Module 13: Lesson 1: The Future of Humanism in Medicine

Learning Objective:

• Revisit and describe the value of humanism for health and health care now and in the coming decades (in ways that now draw on all that you've learned in this course).
  

• Humanism increasingly important in a changing health care landscape

• Is Medical Humanism a Humanism?

Module 13: Lesson 2: Humanism and Technology: Threat or Opportunity

Learning Objective:

• Discuss how increasing technocratization and autonomation may threaten the humanistic elements, but also how technology might be used to amplify the humanistic elements, of health and healthcare.
  

• The Digital Transformation of Medicine Can Revitalize the Patient-Clinician Relationship
• Pursuing Humanistic Medicine in a Technological Age

Module 13: Lesson 3: Directions Forward

Learning Objective:

• Describe goals and strategies for integrating the insights throughout this course into clinical practice, particularly at the bedside, but also within the structures and functions of your institutions and the workflow of your practices.
  

• Jeffrey Silver Humanism in Healthcare Research Roundup

• Quiz: Module 12 and 13

Final Exam

• Final Exam

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Course Activities