The Division has several collaborative interdisciplinary projects and programs.
Medical Humanities/Memorial Art Gallery
Interactive Website Designed to Enhance Observation
Designed to enhance skills of observation in ways that can be translated to the clinical setting
Art and Observation activities for residents, faculty, medical students, and nursing students.
Practicing the Art of Observation Rochester Review, January-February 2008 Vol. 70, No. 3
Medical Humanities/BOA Editions Ltd. Publication of a Poetry Anthology
Body Language: Poems of the Medical Training Experience
Building Students’ Narrative Skills in Medical History-Taking
In the Classroom: The Doctor is Listening
Medical Humanities & Bioethics/The Office for Inclusion and Culture Development
“Don’t touch me, you #@*!”: Using Humanities/Performing Arts to Practice Clinical Skills and Develop an Institutional Culture of Inclusion and Respect
Taking care of patients requires clinicians to establish positive therapeutic relationships even under challenging conditions and, unfortunately, medical professionals increasingly encounter workplace discrimination by patients. This project aims to construct the path from a culture of silence and attendant distress, shame, uncertainty, and anger in the face of discriminatory bias to a culture that helps targets and bystanders to respectfully respond to discriminatory bias. Silence harms the educational and therapeutic environments, causes moral distress in the targeted individuals and allies, and creates potential legal liability.
Dr. Adrienne Morgan, Assistant Dean for Medical Education Diversity and Inclusion, and Margie Hodges Shaw, Associate Professor in the Division of Medical Humanities & Bioethics created workshops to teach the knowledge and skills to appropriately address bias and discrimination in the workplace. Some workshops use prerecorded videos of incidents of discrimination (click here for a video about religious bias) and in other workshops, the participants create scripts depicting incidents of bias that occurred in their setting.
In 2018, the Paul M. Schyve Center for Bioethics (link https://www.urmc.rochester.edu/inclusion-culture-development/career/paul-m-schyve-md-center-for-bioethics.aspx) provided summer funding for two students, Nina Rizk and Shaunpaul Jones, to work on this project. Katherine Burke, MFA, (link: https://portal.cclcm.ccf.org/cclcm/CCLCMDependencies/humanities/Humanities%20site/Machli/Light%20Version/index_slideshow.html#!aboutus?#tab1_2) provided initial pedagogical training for this project.