Medicine is supposed to be humane, kind and caring – to be humanistic. Yet both patients and doctors complain that our current system lacks precisely that quality. Patients complain that their doctors often don't get to know them well, that when they are sickest they are cared for by strangers in non-patient-centered teams, and that they get lost, neglected, and delayed in a complex system. Doctors complain about burnout, alienation, even moral injury, as they, too, miss the human connection with patients and regret the systematic obstacles they face.
Two prominent influences for this decline are, ironically, the great advances in Biomedicine (BioM), and the ubiquitous business methods utilized in medical care organizations. The proliferation of specialists, procedures, and studies has presented organizational challenges, and efforts to achieve systematic efficiency, productivity, and profit have often given short shrift to the necessity of warm human interactions.
The loss of Humanistic Medicine (HM) is not inevitable, but it must be understood if it is to be protected and reintroduced to the system. First, HM should be defined. Second, we should examine its composition, to decide if HM is central to the mission of medicine, or if it is only a frill that might as well be neglected. And third, we should define some necessary steps to implement HM in practice.
Definition
The standard definitions of HM cite the actions of the doctor as the central factor. One example: “the physician’s attitudes and actions that demonstrate interest in and respect for the patient and that address the patient’s concerns and values. These generally are related to patients’ psychological, social, and spiritual domains.” Another source cites the “Three C's”: “(HM's) main components(are) 'comprehension' of the patient's narrative and importantly – emotions; leading to 'compassion' and a 'commitment' to act trying to help as much as possible.”
These definitions have two shortcomings. First, they are process-oriented rather than outcome-oriented. The desired outcome of HM is that the patient should feel known as a specific individual, not a cog in a wheel or as an input, and should feel cared for and cared about. Second, even though the definitions do well in describing desirable physician HM actions, they are too narrow, because they ignore the contributions of other personnel, and the system of care itself.
A corollary to the outcome definition is also important: the benefits of HM accrue to the givers of care as well as the recipients. Humans feel great satisfaction in giving to others. Doctors, other caregivers, and even system planners and managers benefit from treating patients with high-level HM. In fact, it can give significant meaning to their lives.
The Content and Extent of HM Services
HM is effected both by the organizational system of care and the individuals within the system. The system's design and functioning let patients know if their needs come first or last. For instance, are appointments made easily and timely, or (for instance) is a patient with a new cancer diagnosis made to wait in psychological anguish many weeks for a first appointment? If it is the latter, that system could be accused of HM malpractice. Likewise, is the length of an appointment tailored to individual needs, or is every patient wedged into the routine average time of a visit? Is continuity of care respected, and are various specialists and tests all coordinated in a patient-centered way, is there always someone for the patient to turn to for personal help, or are patients left in the lurch? These are just examples of the myriad of organizational HM factors. Organizational leaders, system designers, software designers, human relations departments, managers and others are in charge of all these items of HM.
All service industries have to accommodate customers, but medicine is a special service business. No other line of business addresses “customers” so intimately, with such emotionally-laden, high-stakes and sometimes complex and dangerous pathways and decisions. The pressure on patients and clinicians can be immense, as they deal with life, death, disease, disability, anxiety, and anguish. Patients and their families need to be cared for with an intimate knowledge of their emotions, backgrounds, and beliefs, as the standard definitions point out. Patients don't just need a reliable sales representative as with other businesses, they need someone whom they can trust with their most precious possession of life and health, someone with deep understanding and compassion and skill and reliability. Figure One shows why HM is central to the medical mission, not peripheral. Any system design or educational effort or practitioner neglecting that special responsibility of caring in medicine is in violation of the medicine's central mission, to cure when possible, but to care always.
Requirements to Implement HM Services
If HM has weakened, which seems to be the consensus, what is needed to strengthen it? Most importantly, the priority of HM in health care organizations and medical schools should be promoted to stand beside profit and BioM excellence as an equal top priority. This takes leadership, but it also demands support in the ranks, most prominently from doctors, other caregivers, and patients, those who experience HM most directly.
Instead of the current lip service, this high priority must lead to sustained attention and devotion of resources. Managers must be given the task of maximizing HM to the extent possible. They must learn to implement HM-friendly conditions, developing processes that are more patient-centered and less factory-like. Electronic communications should be an asset for HM, not an additional barrier. Measures of HM must be developed, even if they are based on process rather than outcome, so that they can stand beside the current measures of productivity, financial profit and RVUs, both of which notoriously ignore HM, and in fact classify time spent on HM as waste. Business management techniques are valuable, but the goals of medicine must be recognized as different from typical businesses.
Likewise, medical education must specifically target HM teaching, especially in clinical training, where HM teaching has often been assumed rather than specifically included, and where HM has often met the counterforce of an “informal curriculum” that discounts HM. BioM is relentlessly taught and tested, appropriately, but HM needs its own emphasis in imaginative ways that suit it, and take it out of the shadows. Every medical school typically has many HM-friendly personnel; they need to be mobilized into active contributors to a coherent HM effort.
Finally, incentives for practicing strong HM need to be harnessed. Inherent idealism in students and practicing doctors is considerable, but in addition to idealism, HM productivity and excellence in teachers, practitioners, care teams, and managers needs to be recognized, celebrated, and paid well.
Conclusion
While it is complex, HM is definable. While BioM is of ultimate importance in curing, the caring provided by HM is a worthy partner. Humanistic care is not a frill, it is essential to the medical mission.
All organizational change is difficult, and strengthening HM will be no different. But since the basic elements of HM are known, the task is mostly one of reengineering rather than of basic research. With a readjustment of priorities and with devoted effort, it should be well within our current capabilities to re-humanize medicine. Where there's a will, there's a way.
i. Gilsdorf, JR. No one in charge. N Engl J Med 2024;391:974-5.
ii. Dean W, Morris D, Llorca P-M, et al. Moral injury and the global health workforce crisis. N Engl J Med 2024;391:782-5.
iii. Branch WT, Kern D, Haidet, et al. Teaching the human dimensions of care in clinical settings. JAMA 2001;286;1067-74.
iv. Schattner A. The essence of humanistic medicine. QJM: An International Journal of Medicine 2020;113; 3-4.
v. Hundert EM, Hafferty F, Christakis D. Characteristics of the informal curriculum and trainees ethical choices. Acad Med 1996; 71; 624-42.
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Challenges to Caregivers in Humanistic Medicine |
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Patient relations |
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Doctor-Patient Relationship |
Understand choices available, apply which model is appropriate to each situation and patient. |
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Role of the doctor |
Knowing how to integrate professional demeanor with personal and professional authenticity |
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Doctor flexibility |
Understanding the history of relational expectations, different national and cultural expectations, and how relationship expectations have changed over time, with patient independence emergent, and paternalism in decline |
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Doctor flexibility |
Understanding how to adopt different styles for short-term and long-term patient relationships |
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Understanding patient needs |
Understanding the power of projection, how patients need to feel they are in good hands |
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Patient variability |
Understanding both the commonality of patients, but the differences that culture and finances and other circumstances present |
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Communication |
Knowing how to elicit and communicate information and feelings effectively and sensitively |
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Emotional distance |
Be conscious of what the distance is for each patient and family, know how to be close and available, but still objective, know your own needs and capacities. |
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Empathy |
Know how to be truly empathetic from one’s own experience and practice, and know how to communicate it. |
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Caring for |
Be conscious of and know how to fulfill patient need for emotional support, and for continuing positive monitoring of medical progress and offer guidance. |
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Boundaries |
Understand and adhere to boundaries of patient relations |
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Power relationship |
Understanding the power relations between doctor and patients, and not using it inappropriately |
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Respect |
Treating patients with respect, as a patient with disease, not “the thyroid in 208,” not “a fascinoma” |
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Navigation of difficulties |
Knowing how to handle difficult and provocative patients. Understanding clinician anger when patients don’t fulfill sick role properly. |
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Severe Disease |
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Deliver bad news |
Knowing how to and when to give bad news, such as a diagnosis of serious disease, returning cancer, untreatable condition. |
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Caring for seriously ill patients |
Knowing how not to shy away from very sick people |
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Organizing clinicians |
Knowing how to integrate into present care physicians and caregivers who have treated the patient in the past, especially PCPs. Coordinating specialists with consistent voice for patients |
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Organizing team care for seriously ill patients |
Assigning roles, appreciating all team members, coordinating actions, sharing understanding of actions and goals |
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Switching from cure to care only |
Knowing when to stop treatment and switch to palliative care, involving and listening to the patient and family, but showing leadership |
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Caring for “incurable” patients |
Knowing what to do when there is nothing to be done, how to be there with the patient |
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Cooperate with family in terminal disease |
Knowing how to comfort families of the dying |
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Confronting death |
Knowing how to process death, the family's feelings and your own - understanding and accepting the natural course of life and death |
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Making sense of serious illness |
Knowing how to employ narrative medicine to help give share a meaning for the patient’s life |
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Making sense of serious illness |
Knowing how to adapt to belief systems and values of the patient to put life and death in perspective |