The Humanist Paradigm in Medicine

The objective of this work is to communicate the definition of Medical Humanism (MH) adopted by the Medical program at Universidad CLAEH and to delve into its historical, ideological, and existential roots.These roots are nourished by cultural ideas from the **Renaissance** and the "**humanitas**" of Scribonius Largus, passing through Christianity, the ideas of Freud, Tournier, Engel, Pellegrino, Lan Entralgo, and the contributions of neuroscientists like Damasio, LeDoux, and Kandel, as well as contemporary humanists in medicine.Humanism is defined as a way of life centered on the human being as a value in itself, promoting their multidimensional development, fraternity, and compassion.Medical humanism applies this vision to medicine, focusing on both the holistic well-being of the patient (respect, empathy, and compassion) and the comprehensive development and mental health of healthcare professionals and students.MH is a mandatory subject in the medical UCLAEH curriculum and a pioneering initiative in Uruguay since 2006.It is taught from the first to the fourth year, with 70 hours of annual in-person and field activities.It strongly seeks to recover the vocational, compassionate, respectful, and altruistic essence of medicine and the comprehensive and fraternal personal development of students.The objectives, contents, and educational modalities of the program are detailed.Despite rampant dehumanization in much of the world, our humanist initiative is based on the belief in the possibility of individual transformation and the imperative need to promote solidarity and well-being, seeking to train conscious, supportive, empathetic, and compassionate doctors.For students, the goal is to develop self-knowledge, personal growth, group solidarity, and a strong awareness of the mission to practice holistic, empathetic, and compassionate care for the patient.The educational methodology is structured in annual cycles (Medical Humanism from the 1st to the 4th year) and the modality used is broken down into plenary sessions, small-group learning workshops (SGL) inspired by the "Balint Groups," and field activities (such as colloquial conversations with patients and the identification of their affective manifestations and those of the student, followed by feedback).The aim is for teachers to act as humanist role models and for the educational environment to be highly receptive, understanding, and warm, consistent with the ideas we have put forward.