Abstract

Although the humanities' place in the medical school curriculum has been established, how we can best approach our teaching remains unanswered. A curricular framework which addresses process, as well as subject matter and structure is needed. A process-oriented framework demands that we enhance our student's ability to contextualize experience through multiple realms of meaning; encourage our students in the struggle to find a voice; and once a voice is found, to endow our students with the courage to let it be heard