Devisi BHMP – MEU

Fakultas Kedokteran USU

Humane :
 Kebaikan dan kasih sayang yang diberikan kepada
sesama
 Membuat penderitaan (pain) seminimal mungkin

Humanity:
 ‘Human being’ secara umum
 Kualitas menjadi manusia

2
Humane : marked by compassion
sympathy/consideration of others

Humanity :
The quality or state of being human or humane

The branches of learning dealing with

human concerns (as philosophy) as opposed
to natural processes (as physics)
3
Ilmu-ilmu pengetahuan yang
dianggap bertujuan membuat
manusia lebih manusiawi, dalam
arti membuat manusia lebih
berbudaya
Istilah humaniora yang berasal dari program
pendidikan yang dikembangkan Cicero, yang
disebutnya humanitas sebagai faktor penting
pendidikan untuk menjadi orator yang ideal.

humanitas berarti kualitas, perasaan, dan

peningkatan martabat kemanusiaan dan
lebih berfungsi normatif dari pada deskriptif
(Sastrapratedja, 1998).
Gellius mengidentikkan humanitas dengan
konsepYunani paideia , yaitu
pendidikan (humaniora) yang ditujukan untuk
mempersiapkan orang untuk
menjadi manusia dan warga negara bebas. Pada
zaman Romawi gagasan tersebut
dikembangkan menjadi program pendidikan
dasar sejarah
Aliran pemahaman yang bertujuan
menghidupkan rasa perikemanusiaan/ mencita-
citakan pergaulan yang lebih baik → sikap/
tingkah laku mengenai perhatian manusia
dengan menekankan pada perasaan serta
martabat individu
 FILSAFAT

Teologia ILMU HUKUM

Psikologi HUMANIORA Sejarah

SENI BAHASA

Sastra
 Humaniora merupakan studi yang memusatkan
perhartiannya pada kehidupan manusia,
menekankan unsur kreativitas, kebaharuan,
orisinalitas, keunikan.
 Humaniora berusaha mencari makna dan nilai,
sehingga bersifat normatif.
 Dalam bidang humaniora rasionalitas tidak hanya
dipahami sebagai pemikiran tentang suatu objek
atas dasar dalil-dalil akal, tetapi juga hal-hal yang
bersifat imajinatif
J. Drost dalam artikelnya di KOMPAS, Humaniora,
mengatakan bahwa bidang humaniora yang
menjadikan manusia (humanus) lebih manusiawi
(humanior) itu, pada mulanya adalah trivium yang
terdiri atas:
- gramatika
- logika
- retorika
 Gramatika (tata bahasa) bermaksud membentuk
manusia terdidik yang menguasai sarana
komunikasi secara baik.

 Logika bertujuan untuk membentuk manusia

terdidik agar dapat menyampaikan sesuatu
sedemikian rupa sehingga dapat dimengerti dan
masuk akal.

 Retorika bertujuan untuk membentuk manusia

terdidik agar mampu merasakan perasaan dan
kebutuhan pendengar, dan mampu menyesuaikan
diri dan uraian dengan perasaan dan kebutuhan itu.
Kemudian dari Trivium berkembang ke
quadrivium yaitu:
- geeometri
- aritmatika,
- musik (teori akustik)
- astronomi.
is an interdisciplinary field of medicine which
includes the

 humanities (literature, philosophy, ethics, history and religion),

 social sciences (anthropology, cultural studies, psychology, sociology),



 arts (literature, theater, film, and visual arts)

and their application to medical education and
practice.
 Denotes humanities looking at medicine,
looking at patients, and – crucially – looking
at medicine looking at patients. The way
medicine conceives and represents patients
shows up in the way that it treats patients.

 Is an emerging field of enquiry in which

humanities and social sciences perspectives are
brought to bear upon an exploration of the
human side of medicine.
 Is an emerging field of enquiry in which
humanities and social sciences perspectives
are brought to bear upon an exploration of the
human side of medicine.
 The perspectives have a key role to play in
analyzing expectations of medicine, and the
relationship between medicine and broader ideas
of health, well-being and flourishing.
 The human body is an astonishing ‘intertwining’
of natural and existential dimensions.

• Relate to individual internalization of life

experience, understanding the meaning of life,
how to undergo this life and the importance of
God in his/her life  spirituality.

• Develop from early child, teenage until grown

up mature, depend on its developmental stage.
(Welwood, 1993)
 Spiritualitas

tif
ek
ng u
ef
ya ilak
ng r
pi Pe
Coping anak
Co

Stres

Orang Tua Anak

“Spiritual Emerging” :
The relation between parent’s spiritual and coping toward child’s
coping ( Gamayanti 2006 )
 Child's Spiritual Coping Behavior
60%
60%
50%
40%
30% children
20%
10%
0%
children

Onset behavior from 3 years old

This crucial fact is central to clinical medicine,
but largely overlooked and poorly prepared for in
the medical curriculum.

Humanities education tries to take the

‘intertwining’ seriously in its concern to record
and interpret all aspects of human experience.
 The medical humanities represent an integrated,
interdisciplinary, and substantially philosophical
recording and interpreting of the human
experiences of illness, disability, medicine and
health care.

 A core medical humanities module brings these

concerns to the heart of the medical curriculum,
aiming to provide an important dimension of the
preparation for clinical medical practice
 Its object is medicine as a human practice
and, by implication, human health and
illness,
 The enquirers are, basically, people working
from the perspectives of humanities
disciplines.
  the human condition

 suffering

 personhood

 responsibility to each other

 and offer a historical perspective on

medical practice
Helps to develop and nurture skills of
observation, analysis, empathy, and
self-reflection

skills that are essential for humane

medical care
 Help to understand how bioscience and
medicine take place within cultural and social
contexts and how culture interacts with the
individual experience of illness and the way
medicine is practiced.

 Issues intrinsic to the patient - physician

relationship.
 The clinical use of techniques derived from the
experimental analysis of behavior for evaluation,
prevention, management of physical disease or
physiological dysfunction.

 The interdisciplinary field concerned with the

development and integration of behavioral and
biomedical science knowledge and techniques
relevant to health and illness and the application to
prevention, diagnosis, treatment and rehabilitation.
 Psycho-social- cultural sciences are
scientifically valuable in solving medical
problems
 Psychosocial factors : behavior, cognition,
emotion, social relationships
 The role of behavior in health, explaining
about :

 etiology and epidemiology

 health promotion and maintenance
 prevention
 curing process
 rehabilitation

Health providers – patients communication / interaction skills

 confidentiality
 truth telling
 informed consent
 surrogate decision making
 Patients’ behavior related to health

 Doctors’ behavior

 Interaction between patients’ and doctors’

behaviors
  Disability • Sensitive
 Suffering • Empathy
 Negative
• Analysis -
wisdom
emotion/feelings • Telling the truth
 Stigma
 Isolation.
 Needs and Hope How health provider
response
A diagram of the interplay of system in the biopsychosocial model
 bio-psycho-socio-cultural-spiritual

The World The Person

Psychological
Systems Biological Systems
genetics and physiology

(experience and
Social System behavior) Examples of systems included
Examples of Examples of
systems included : systems included : * Organs
* Cognition * Tissues
* Society * Emotion * Cells
*Community * Motivation
* Family
 Buku Panduan Kerja Mahasiswa, Modul EBP3KH, MEU,
FKUI, 2005
 Damayanti, COURSE OF BIOETHICS – HUMANITIES –
PROFESIONALISM FOR HEALTH PROFESSIONALS “THE 2ND
SERIES”, Yogyakarta, 23rd – 25th March 2011

 Mya Tu, U: Humanism and Ethics in Medical Practice,

Health Service, Medical Education and Medical
Research, dalam The First Myanmar Academy of Medical
Science Oration, 2001
 Prasetya, J.T.,: Ilmu Budaya Dasar, Rineka Cipta, Jakarta,
1998