Janet R Serwint, MD and
Ann Burke, MD
APPD Workshop, March 31, 2012
Agenda
 11:15-11:25 Introductions /Workshop
 11:25-11:40
 11:40-11:50
 11:50-12:05
 12:05-12:15
objectives
What is Humanism?/ Dyad discussion
Discussion of humanism, professionalism,
educational techniques
Video review, Lorenzo’s Oil
Discussion of painting
Agenda
 12:15-12:30 Narrative review
 12:30-12:40 Assessment through
emotional intelligence
 12:40-12:50 Review of toolbox,
conclusions
Workshop Objectives
 To define humanism and demonstrate that it is a core
construct in everyday practice and education
 To demonstrate educational techniques to foster and
encourage humanism
 To become familiar with assessment strategies
 Have access to a toolbox of resources
Overview of Humanism
 Inherent to medicine since time of Hippocrates
 Emphasized within history of medicine
 Included within the ACGME competencies of
professionalism
Humanism
 The physician’s attitudes and actions that demonstrate
interest in and respect for the patient that addresses
the patient’s concerns and values. Generally related to
patients’ psychological, social and spiritual domains.”
 Branch JAMA, 2001
Humanism
 Set of deep-seated convictions about one’s obligations
to others, especially those in need. Encompassing a
spirit of sincere concern for the centrality of human
values in every aspect of professional activity.
 Edward Pellegrino, MD
Distinguishing Professionalism
from Humanism
Professionalism Way of acting, observable behaviors that meet the
expectations of patients
 Examples: competency, confidentiality, fulfill
responsibilities.
Humanism Way of being, set of deep seated convictions of others,
especially those in need.
 Examples: altruism, integrity, respect for others,
compassion.
-Cohen JJ. Acad Med. 2001.82:11:1029-1031.
Venues to teach Humanism
Incorporate the humanities into training:
 Literature
 Movies/videos
 Narratives
 Art work/photography
 Poems
 Music
Other Activities
 Trip to museum, group discussion of painting
 Walk through a patient’s neighborhood
 Home visit of patient
 Methods to share different
perspectives
The Habit of Humanism
 Identify the multiple perspectives in any clinical
encounter (patient, family, medical professionals)
 Reflect on how these perspectives might converge or
conflict
 Choose to act altruistically
-Miller SZ. Acad Med. 1999. 74(7):
“Assessment” of Humanism
 Purposes of “Assessment” of Humanism
 Self assessment with Hojat’s Empathy Scale
 Emotional Intelligence Assessment Tools
 Humanistic Teaching Scale
 Patient and Parent Surveys and
questionnaires
“Assessment” of Humanism
 Purpose for “Assessment” of the Learner
 Exercise in Self Reflection
 Bring the importance of Humanism to the
forefront
 Education/discussion with learner regarding
strategies to improve and enjoy
 Make Humanism into a habit
 Assessment drives learning: unhides the
curriculum
Assessment of Humanism
 Jefferson Physician Empathy Scale:
Example questions:
 I try to think like my patients in order to render better




care
My patients feel better when I understand their feelings
It is difficult for me to view things from my patients’
perspectives
Can use with residents for self reflection, but at a cost
Give it a try
Hojat et al. Academic Medicine 2002. 77;10:s58-s60.
Emotional Intelligence
 Measure of Emotional Intelligence (Bar-On)
1997: Emotional Quotient inventory
 Subscales of EQ-i: examples:
 Self-actualization
 Social responsibility
 Flexibility
 Stress Tolerance
 Happiness
Humanistic Teaching Practices
Effectiveness Questionnaire
 To assess attendings’ humanistic qualities
 10 question survey
 Highest score is 50
 Give it a try
Logio LS et al. Academic Medicine. 2011; 86:1019
Humanism in Pediatric Milestones
 Part of the Professionalism Construct
 Professionalization
 Professional Conduct
 Humanism
 Cultural competency
Pediatrics Milestone Project 2012.
https://www.abp.org/abpwebsite/publicat/milestones.
pdf
Sees the patients in a “we versus they” framework and is detached and
not sensitive to the human needs of the patient and family.
Demonstrates compassion for patients in selected situations (e.g.,
tragic circumstances such as unexpected death) but has a pattern of
conduct that demonstrates a lack of sensitivity to many of the needs
of others.
Demonstrates consistent understanding of patient and family expressed
needs and a desire to meet those needs on a regular basis. Is
responsive in demonstrating kindness and compassion.
Is altruistic and goes beyond responding to expressed needs of patients
and families; anticipates the human needs of patients and families
and works to meet those needs as part of his skills in daily practice.
Is a proactive advocate on behalf of individual patients, families and
groups of children in need.
 “The practice of medicine is a covenant
of a sacred trust between a patient,
family and physician. Our oath is to
preserve the traditions of our calling.”
- Swick