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The Role Model of Physicians As Medical Humanists

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The Role Model of Physicians As Medical Humanists Unit 12 - The Role Model of Physicians as Medical Humanists. The Case of Gr. T. Popa University of Medicine and Pharmacy “Grigore T. Popa”, Iași, Romania This work is licensed under a Creative Commons Attribution - Non-commercial 4.0 International Grigore T. Popa, world famous Romanian physician and writer, in images 1. Grigore T. Popa’s general considerations on pre- and post-WWII medicine in Romania. Available from: 2. Letter from George E. Palade, M.D. to Prof. C.D. Zeletin on the initiatives to honour the memory of Grigore T. Popa. Available from: 3. Grigore T. Popa’s certificate of membership to Sigma Xi honor society in Chicago. Available from: This work is licensed under a Creative Commons Attribution - Non-commercial 4.0 International Information for lecturers (1) • Two-fold approach (The relevance of world famous Romanian physicians and writers for the medical profession - the case of Grigore T. Popa). • Learning objects strategy, i.e., reading & case scenario (PhD thesis abstract, research articles, videos, interviews) to help learners develop an understanding of medical research and thought, and also create the abilities needed to compare famous role models in medicine. 1. Reading, divided into three sub-topics: Grigore T. Popa – the man and his literary work, medical research, and bioethical concerns. 2. Case study - a physician’s own account of his professional/medical development. 3. Videos - testimonials of Grigore T. Popa as a role model for a disciple and a family member, and a review of his diary during the American experience. This work is licensed under a Creative Commons Attribution - Non-commercial 4.0 International Information for lecturers (2) • Description: Grigore T. Popa’s life philosophy: his belief that everyone’s life has something to offer to others and that one’s work and life are inseparable should serve as inspiration to all students for their personal development; • This leads to a discussion about the international importance of physician-writers as symbols of the doctor-scholar as well as the anticipatory nature of Grigore T. Popa’s activity for the field of Medical Humanities. • Popa’s human, literary and medical qualities were acknowledged by important Romanian critics, peers, and by international specialists; he opposed the oppressive communist regime in Romania, whose consequences were felt in clinical practice, bioethics, social medical sciences, restricted communication between doctor and patient, doctor and official bodies; • Popa’s medical research is rendered differently in the reading from the case scenario; the former highlights the Romanian physician’s contributions to medicine from an academic viewpoint, often supported by colleagues from the country or abroad; the case scenario provides Popa’s own account as recorded in his memoirs. This work is licensed under a Creative Commons Attribution - Non-commercial 4.0 International Information for lecturers (2) • From a didactic perspective, this should help learners become familiar with salient aspects of communication between medical researchers and their advisors, particularly in their early career, and also get hands-on medical knowledge. • Comparison between Grigore T. Popa’s findings (e.g., the vascular link between the hypothalamus and the pituitary gland) and the research conducted by George Emil Palade in cell biology (1974 Nobel Prize winner in Physiology and Medicine for the discovery of the ribosomes of the endoplasmic reticulum) to encourage learners to analyze the situation in their own countries and worldwide with respect to medical role models. • Popa’s bioethical contributions as outlined in the reading (a holistic vision of the world and man, an anthropocentric vitalism in opposition to materialism) to help students cope with current problems of humanity and design scenarios to manage them. This work is licensed under a Creative Commons Attribution - Non-commercial 4.0 International Information for lecturers (3) • Video 1 - the review of Jurnalul unui savant român în America (2014) by Romanian literary critic Dan C. Mihăilescu; Grigore T. Popa’s diary covering his research stay at the Rockefeller Foundation in New York and Chicago between 1925-1926, which is discussed in five minutes during the cultural programme Cartea de la ora 5 (The 5 o’clock book), gives learners the possibility to contrast the situation of medical development in America to that of their home countries and other geographical spaces from such multiple viewpoints as the cult of competition and performance, meritocracy, democracy, efficiency, freedom as self-fulfillment, civic spirit, public libraries, the social function of wealth etc. (http://www.carteadelaora5.ro/ep-232-grigore-t-popa-jurnalul-unui-savant-roman-america-editura-filos/ ) • Video 2 - Grigore T. Popa’s great granddaughter, Maya Catherine Popa, teacher and writer in New York City, is seen reciting her poem, A Technique for Operating on the Past, inspired by her great grandfather. This literary piece is an opportunity for learners to reflect on a family role model that inspired them and also enrich their medical communication skills by sharing their thoughts. (https://www.youtube.com/watch?v=qsRCe1rlpu0) • Video 3 - an interview with Prof. Mircea Rusu, Grigore T. Popa’s student and disciple, founder of the discipline of orthodontics and periodontology at the University of Medicine and Pharmacy Iasi and a pioneer of pediatric dentistry in Romania. Speaking about the magazine Însemnări ieșene, which he had co-founded together with Popa, Prof. Rusu pays homage to his former professor, which is a good opportunity for learners to assess the impact of an inspiring mentor in academia and in medical institutions, and also hypothesize on the necessary qualities of such a personality. • (https://www.youtube.com/watch?v=JlObbEAQL9o&t=32s) This work is licensed under a Creative Commons Attribution - Non-commercial 4.0 International Learning objectives (1) Describing what the learner will be able to do upon completion of this educational activity Outline the learners’ knowledge, skills and/or attitudes Specify the measurable way in which performance and change can be assessed based on Bloom’s taxinomy: cognitive (knowing), psychomotor (doing: skill) and affective (attitude) domains – The cognitive domain: 6 levels-recall or recognition of facts (knowledge), increasingly to more complex and abstract mental levels, to the highest order (evaluation). – Five elements: who, will do, how much or how well, of what, by when are included – Examples of action verbs that represent each of the six cognitive levels, from lowest to highest This work is licensed under a Creative Commons Attribution - Non-commercial 4.0 International Learning objectives (1) • Knowledge: define, list, name, order, recognize, recall, label • Comprehension: classify, describe, discuss, explain, identify, locate, report, review • Application: apply, choose, demonstrate, illustrate, practice, solve, use • Analysis: analyse, appraise, calculate, compare/contrast, differentiate, diagram • Synthesis: arrange, assemble, construct, design, formulate, prepare, write • Evaluation: assess, argue, judge, predict, rate, evaluate, score, choose • Example of a SMART objective for this unit: “Upon completion of this unit, participants should be able to assess the importance of reputed Romanian physicians such as Grigore T. Popa for the development of medicine worldwide.” This work is licensed under a Creative Commons Attribution - Non-commercial 4.0 International Learning objectives (2) The participants will be able to: a) Recognize and list a minimum of five challenges mentioned in the case study, the reading and the filmed testimonial; b) Describe and report solutions to the challenges based on both the available resources and on personal medical practice / personal research; c) Analyse own work context and choose one main challenge and propose a solution to it; d) Appraise the current status of Grigore T. Popa’s scientific discoveries in various medical sub-fields as seen in their own medical institution and formulate a short critical diagram of the difficulties identified, if any; e) Predict the likely solutions to potential problems over the next 5 years in relation to the issues in point d). This work is licensed under a Creative Commons Attribution - Non-commercial 4.0 International Learning objectives (3) Other generic learning objectives, as detailed in the literature (Kirkpatrick,1998; Barr et al.,2000): • Encourage learners’ participation and motivation for learning; • Contribute to changing participants’ attitudes or any bias towards the medical progress generated by reputed Romanian physicians (see the YouTube links for a learning object focusing on both testimonials of relatives or disciples whom Popa inspired, and on reviews of his literary work which dwell on the life philosophy that helps doctors in their career); • Contribute to changing learners’ behaviour so as to ensure ready transfer of what they have acquired to the (medical) workplace; • Stimulate participants’ proactive attitude with a view to formulating practical solutions to the needs highlighted in the reading/case scenario/YouTube links, or identified by participants in their own life or in medical institutions; This work is licensed under a Creative Commons Attribution - Non-commercial 4.0 International Learning objectives (3) • Differentiate among new concepts according to which medicine has evolved in time due to the contribution (including procedures
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