Medical education and how it is delivered are important in the shaping of tomorrow's doctors. The style and direction of medical teaching form the bedrock on which we learn and flourish into clinical practitioners. Can the use of the humanities complement learning in primary care? What could it add to the skills of the CP registrar? Could it add clarity to the 10 minute puzzles we face every day as problem solvers? There is much emphasis already in medical school and in GPVTS teachings around consultation skills, empathy and a narrative approach (Creenhalgh, 1999). I endeavour to assess my trainee's level of balance in their professional and personal lives to ensure a well rounded approach to their learning experience. But where could the humanities be used? 'Humanizing' medical education has in the past been a strategy for empowering a physician to cope with work-related stress (McCall, 1988).
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