• David Bell, Mark Harbinson, Gary Toman, Vivienne Crawford, and Harold Cunningham.
• Division of Medicine and Therapeutics, Centre for Medical Education, Queen's University Belfast, Northern Ireland, United Kingdom. d.bell@qub.ac.uk
• South. Med. J. 2010 Dec 1;103(12):1204-9.

ObjectiveThis Student Selected Component (SSC) was designed to equip United Kingdom (UK) medical students to engage in whole-person care. The aim was to explore students' reactions to experiences provided, and consider potential benefits for future clinical practice.MethodsThe SSC was delivered in the workplace. Active learning was encouraged through facilitated discussion with and observation of clinicians, the palliative team, counselling services, hospital chaplaincy and healing ministries; sharing of medical histories by patients; and training in therapeutic communication. Assessment involved reflective journals, literature appraisal, and role-play simulation of the doctor-patient consultation. Module impact was evaluated by analysis of student coursework and a questionnaire.ResultsStudents agreed that the content was stimulating, relevant, and enjoyable and that learning outcomes were achieved. They reported greater awareness of the benefit of clinicians engaging in care of the "whole person" rather than "the disease." Contributions of other professions to the healing process were acknowledged, and students felt better equipped for discussion of spiritual issues with patients. Many identified examples of activities which could be incorporated into core teaching to benefit all medical students.ConclusionThe SSC provided relevant active learning opportunities for medical students to receive training in a whole-person approach to patient care.

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