Editorial, Vol 21.2


  • Karen Scott Sydney Medical School, The University of Sydney, Australia




Bleakley, A., Marshall, R., & Brömer, R. (2006). Toward an aesthetic medicine: Developing a core medical humanities undergraduate curriculum. Journal of Medical Humanities, 27(4), 197–213. https://doi.org/10.1007/s10912-006-9018-5

Dalton, J., Ivory, K., Macneill, P., Nash, L., River, J., Dwyer, P., Hooker, C., Williams, D., & Scott, K. M. (2020). Verbatim theater: Prompting reflection and discussion about healthcare culture as a means of promoting culture change. Teaching and Learning in Medicine. Advance online publication. https://doi.org/10.1080/10401334.2020.1768099

Dennhardt, S., Apramian, T., Lingard, L., Torabi, N., & Arntfield, S. (2016). Rethinking research in the medical humanities: A scoping review and narrative synthesis of quantitative outcome studies. Medical Education, 50(3), 285–299. https://doi.org/10.1111/medu.12812

Kirklin, D. (2003). The Centre for Medical Humanities, Royal Free and University College Medical School, London, England. Academic Medicine, 78(10), 1048–1053. https://doi.org/10.1097/00001888-200310000-00023

Pattison, S. (2003). Medical humanities: A vision and some cautionary notes. Medical Humanities, 29, 33–36. https://doi.org/10.1136/mh.29.1.33

Stewart, K., & Swain, K. (2016). Global health humanities: Defining an emerging field. The Lancet, 388, 2586–2587. https://doi.org/10.1016/S0140-6736(16)32229-2

Viney, W., Callard, F., & Woods, A. (2015). Critical medical humanities: Embracing entanglement, taking risks. Medical Humanities, 41(1), 2–7. https://doi.org/10.1136/medhum-2015-010692




How to Cite

Scott, K. (2020). Editorial, Vol 21.2. Focus on Health Professional Education: A Multi-Professional Journal, 21(2), I-III. https://doi.org/10.11157/fohpe.v21i2.471