Medical Humanities – vector of transformation of medical education

Introduction. The article deals with the humanitarization of medical education as a way to overcome the contradictions between the biomedical paradigm of modern medicine, medical education and the need to develop a patient-centered approach. Purpose setting. The aim of the article is to substantiate the necessity to include Medical Humanities in modern medical education, which implies specifying the understanding of Medical Humanities and clarifying the consequences of abandoning the dominant objectivist paradigm in medical education. Methodology and methods of the study. To achieve the task, the general scientific methods of historical reconstruction, comparative analysis, some methods of comparativist analysis, elements of inductive reasoning, as well as the analysis of legal documents are used. Results. It is determined that digitalization in the field of medicine strengthens the biomedical paradigm, which does not always correlate with the patient-centered approach, as well as with the change of the general theoretical paradigm of the concept of human. It is substantiated that the way out of this situation is the inclusion of Medical humanities in the training of medical workers. The necessity of this is connected with the revision of «doctor-patient» relationship, formation of professional identity of a medical worker, formation of «compassionate values» of «enlightened doctor», development of necessary cognitive skills and many others. Conclusion. The inclusion and expansion of Medical Humanities in medical education builds skills for a patient-centered approach and thus minimizes the negative effects of the biomedical paradigm of modern medicine.