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Teaching and Learning in Medicine
An International Journal
Volume 34, 2022 - Issue 2
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Observations; SERIES: Philosophy in Medical Education; Action Editor: Mario Veen, PhD, Erasmus Medical Centre Rotterdam

Black, White and Gray: Student Perspectives on Medical Humanities and Medical Education

Madeleine Noelle Oldinga Faculty of Life Sciences and Medicine, King’s College London, London, EnglandCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-8020-7068
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Freya Rhodesb Academic Unit of Medical Education, University of Sheffield, Sheffield, EnglandORCID Iconhttps://orcid.org/0000-0001-8630-1709
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John Hummc Hull York Medical School, University of York, York, EnglandORCID Iconhttps://orcid.org/0000-0002-6888-8988
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Phoebe Rossd Brighton & Sussex Medical School, University of Sussex, Brighton, EnglandORCID Iconhttps://orcid.org/0000-0001-9021-6881
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Catherine McGarrye Edinburgh Medical School, University of Edinburgh, Edinburgh, ScotlandORCID Iconhttps://orcid.org/0000-0003-1338-558X
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Pages 223-233 | Received 18 Mar 2021, Accepted 10 Sep 2021, Published online: 09 Nov 2021

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Sarah Holdren, Yoshiko Iwai, Nicholas R. Lenze, Amy B. Weil & Antonia M. Randolph. (2023) A Novel Narrative Medicine Approach to DEI Training for Medical School Faculty. Teaching and Learning in Medicine 35:4, pages 457-466.
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John Humm. (2023) Being-Opposite-Illness: Phenomenological Ontology in Medical Education and Clinical Practice. Teaching and Learning in Medicine 35:1, pages 108-116.
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Articles from other publishers (1)

Elisabeth Assing Hvidt, Anne Ulsø, Cecilie Valentin Thorngreen, Jens Søndergaard & Christina Maar Andersen. (2022) Weak inclusion of the medical humanities in medical education: a qualitative study among Danish medical students. BMC Medical Education 22:1.
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