This paper offers an analysis of mentoring as a pedagogical tool consistent with medical humanities, capable of integrating technical skills and humanistic sensibilities. Through theoretical reflection, it discusses the significant educational potential inherent in the mentoring methodology in the context of medical training. In particular, it considers how this methodology can contribute to the development of a professional identity that focuses on the individual, promoting a holistic view of the person being cared for and fostering a therapeutic relationship based on empathy, ethical responsibility and recognition of subjectivity.
Mentoring and medical humanities: a pedagogical perspective for person-centred medical training
Scarano, G;Vivona, A;Martiniello, L.
2026-01-01
Abstract
This paper offers an analysis of mentoring as a pedagogical tool consistent with medical humanities, capable of integrating technical skills and humanistic sensibilities. Through theoretical reflection, it discusses the significant educational potential inherent in the mentoring methodology in the context of medical training. In particular, it considers how this methodology can contribute to the development of a professional identity that focuses on the individual, promoting a holistic view of the person being cared for and fostering a therapeutic relationship based on empathy, ethical responsibility and recognition of subjectivity.File in questo prodotto:
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