A description of the Fulginiti Pavilion and the Arts and Humanities in Healthcare Program at the University of Colorado Anschutz Medical Campus.

Narrative ethics derives its ethical force from continually comparing and critiquing new narratives against existing narratives that guide the way we live.

Why must we prove that the arts and humanities make better doctors? Similar demands are not made on the traditional components of medical education.

The study of music can impart much to the study of medicine.

A passage from the Talmud can spark varied reflections among medical students.

Graphic pathographies are effective patient and medical student education tools and raise interesting, perhaps unexpected, ethical issues.

Until the twentieth century, there was no specialized medical care pertaining to aging.

The graphic novel Swallow Me Whole highlights the need for patient-centered care that engages not only patients but also extended family and the community.

The occasional required ethics course is not conveying to medical students that training institutions take ethics and the humanities seriously and consider them central to doctoring.

Is a residents' field trip to a museum a condescending waste of time or an opportunity to reconnect with the meaning of their work and hone their observational skills?