Evaluation of learning outcomes of humanities curricula in medical students. A meta-review of narrative and systematic reviews

Abstract

ObjectivesTo assess the expected learning outcomes of medical humanities subjects in medical studies curricula. To connect those expected learning outcomes with the types of knowledge to be acquired in medical education.MethodsMeta-review of systematic and narrative reviews. Cochrane Library, MEDLINE (Pubmed), Embase, CINAHL, and ERIC were searched. In addition, references from all the included studies were revised, and the ISI Web of Science and DARE were searched.ResultsA total of 364 articles were identified, of which six were finally included in the review. Learning outcomes describe the acquisition of knowledge and skills to improve the relationship with patients, as well as the incorporation of tools to reduce burnout and promote professionalism. Programs that focus on teaching humanities promote diagnostic observation skills, the ability to cope with uncertainty in clinical practice, and the development of empathetic behaviors.ConclusionThe results of this review show heterogeneity in the teaching of medical humanities, both in terms of content and at the formal level. Humanities learning outcomes are part of the necessary knowledge for good clinical practice. Consequently, the epistemological approach provides a valid argument for including the humanities in medical curricula.

Graphic Novels and Comics in Undergraduate and Graduate Medical Students Education: A Scoping Review

“…Nevertheless, they stated that these studies contribute to the "discursive construction of humanities as a necessary component of medical education" [42] (p. 992). A recent meta-review on the evaluation of learning outcomes in humanities curricula [43] identified four clusters of learning outcomes: (1) adequate communication; (2) development of skills to help in problem solving, reflexive competence, personal well-being, handling burnout, coping with uncertainty and end-of-life care, and developing critical and creative thinking; (3) ethical compliance; and (4) teamwork. This review did not mention GnCs as a method of medical humanities, probably because, at present, there are no robust studies on the evaluation of the effect of GnCs.…”

Current Status of Key Competencies among Medical Students: A Latent Profile Analysis

“…Students who have exposure to humanities subjects are more likely to become empathetic clinicians [40], they also tend to have better tolerance and emotional resilience [41]. To cultivate medical professionals with compassion, love, and warmth, medical humanities education is essential, common medical humanities courses include history, ethics, narrative medicine, literature, and art [42] [43].…”

“…The study of humanities subjects is part of the necessary knowledge for good clinical practice [42]. However, medical education in China is still dominated by natural sciences, with only 7.54% of the curriculum dedicated to humanities, much lower than in European and American countries (20% -26%).…”