ABSTRACT
There is still considerable resistance to accepting that the medical humanities could play an important role as core and integrated provision in an undergraduate medicine curriculum as argued throughout this book. Sceptics towards this curriculum innovation are usually strong proponents of evidence-based medicine, where what counts as 'evidence' is constrained by the scientific paradigm. It is shameful that medical educators have not fully taken on board the most important contemporary revolution in curriculum thinking, the curriculum reconceptualization movement. This models how a curriculum can be planned and implemented in an integrated fashion, for example where science teachers 'think aesthetics', just as medical humanities faculty might, without the burden of planning 'content' but rather with the challenge of related staff development. The author wish to problematize the whole issue of 'measuring impact' to suggest that 'evaluation' of the impact of medical humanities provision through current dominant models itself needs to be critically evaluated and problematized.
