Most medical schools in the US, Canada and UK now incorporate some form of arts and humanities-based teaching into their curricula. What happens in residency is another story. Most postgraduate programs do not continue the thread of such teaching although many residents would like to deepen their understanding of the medical humanities before they move into practice. The humanities emphasize "the human side of medicine", and can provide a counterpoint to the reductionism of evidence-based medicine and technological hubris for young doctors as they apply new knowledge and skills in ambiguous, real-life encounters with patients who are living with complicated health problems.Humanities-based education can help both sides of the relationship: programs are shown to reduce burnout and mental health issues in young physicians, and can also help learning practitioners grapple with the most difficult aspects of their craft: how does one persuade patients on a course of treatment, while respecting informed consent? How does one work with families? How does one listen to and treat patients exhibiting self-harm tendencies? Available research may demonstrate the efficacy of such exposures, but provide little practical advice or resources for setting up programs across specialty and sub-specialty disciplines.Health Humanities in Post-Graduate Medical Education will fill this gap in knowledge translation for the thousands of residency programs worldwide, allowing educators, supervisors, and residents themselves to create robust and educationally sound workshops, seminars, study groups, lecture series, research and arts-based projects, publications and events.

Foreword-At the Coalface: Engaging the Humanities in Medical EducationArno K. KumagaiAcknowledgmentsContributorsAbout the Authors1. Why Are the Health Humanities Relevant (and Vital) in Postgraduate Medical Education?Anna Skorzewska and Allan D. Peterkin2. Redirecting the Clinical Gaze: Film as a Tool of Critical Reflection in Residency TrainingElysse Leonard and Michael Tau3. Narrative Medicine in Postgraduate Medical Education: Practices, Principles, ParadoxesShannon Arntfield and Kathryn Hynes4. "Learning on the Job": Ethics in Postgraduate Medical EducationChryssa McAlister, Mona Gupta, Carrie Bernard, Neda Ghiam, and Philip C. H?bertt5. The Visible CurriculumEva-Marie Stern and Shelley Wall6. Teaching the Social Sciences in ResidencyZach Feilchenfeld, Ayelet Kuper, Farah Friesen, Amanda Chen, and Cynthia Whitehead7. The Use of Theater With Medical Residents: An Embodied Approach to Learning About Self and OtherL. J. Nelles, Peggy Hamilton, Paul Robert D'Alessandro, Jeremy Rezmovitz, Lu Gao, Suvendrini Lena, and Anna Skorzewska8. Promoting Collaborative Competencies: Using the Arts and the Humanities to Enhance Relational Practice and TeamworkSylvia Langlois and Karen Gold9. Teaching History of Medicine/Healthcare in ResidencyEdward Shorter and Susan E. B?langerr10. Difficult Conversations: Evaluating the Medical HumanitiesMartina Kelly11. How to Fund and Promote Arts-Based Initiatives in Postgraduate Medical EducationRobert Pierre TomasAfterwordCraig IrvineAppendix: Suggested Readings and Resources