Fostering Student Engagement in Medical Humanities Courses

Gaebler, Carolyn; Lehmann, Lisa Soleymani

doi:10.1001/virtualmentor.2014.16.08.ecas1-1408

Cited by 5 publications

(4 citation statements)

References 5 publications

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“…Thus, the desire to pass exams can inhibit the need to explore a humanistic side of medicine, and even the belief that a student will learn specific MH skills decreases, as seen in the present study. This doubt may result from the fact that the goals of MH, such as fostering empathy, learning critical thinking, and thoughtfulness, may seem simply unachievable to some [ 19 ]. In agreement with that, some students in the survey believe that empathy cannot be learned, and this opinion is supported by published research [ 20 ].…”

Section: Discussionmentioning

confidence: 99%

“…In agreement with that, some students in the survey believe that empathy cannot be learned, and this opinion is supported by published research [ 20 ]. In contrast, studies have shown that classes in social sciences, literature, poetry, and history can influence and develop empathy [ 19 ]. In addition, some other studies describe the success of courses enhancing empathy among undergraduate medical students [ 21 ], and therefore, it would be advisable for similar studies to be conducted in Poland.…”

Section: Discussionmentioning

confidence: 99%

“…All 15 Polish medical schools included in the previously published analysis had compulsory MH courses [7], indicating a developing trend in Poland. Still, students and medical school administrators may have trouble appreciating the value of MH courses for future medical practice [19]. Students' most desired form of classes was using active methods, e.g., workshops or simulations.…”

Section: Discussionmentioning

confidence: 99%

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Expectations of Polish undergraduate medical students for medical humanities classes: a survey-based pilot study

Makowska,

Dec-Pietrowska,

Szczepek

2023

BMC Med Educ

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Background Medical schools teach Medical Humanities (MH) to provide students with knowledge about the human experience related to health, illness, disease, medicine, and healthcare. Due to the previously observed negative opinions about MH courses, we examined the expectations of medical students in Poland toward humanities subjects. Methods We conducted a voluntary, anonymous electronic survey in one medical school (single-center study) and collected data from 166 medical students. The results were analyzed by comparing continuous and categorical variables between groups (gender, year of study, previous participation in MH classes). Results The students expected to learn how to communicate with patients and their families, especially about difficult topics. They also expected the classes to be active, stress-free, and without passing grades. The preferred MH teacher was a physician, although choosing a psychologist or other qualified person as an MH teacher was also popular. Previous participants in MH courses were more likely to expect such a course to be compulsory than those who had yet to attend it. Conclusion Considering the students’ expectations when designing MH classes could increase students’ satisfaction with MH courses.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Expectations of Polish undergraduate medical students for medical humanities classes: a survey-based pilot study

Makowska,

Dec-Pietrowska,

Szczepek

2023

BMC Med Educ

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“…Researchers found that greater use of cognitive engagement, such as elaboration and critical thinking, is associated with higher levels of student performance in a medical gross anatomy course [ 11 ]. In addition, reflective writing exercises were found to be more likely to be an effective strategy than grades for fostering student engagement in medical humanities courses [ 12 ]. Research has also been conducted on the relationship between different learning styles and student engagement [ 13 ].…”

Section: Introductionmentioning

confidence: 99%

How do they learn: types and characteristics of medical and healthcare student engagement in a simulation-based learning environment

Wang

Yan

2021

BMC Med Educ

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Background Student engagement can predict successful learning outcomes and academic development. The expansion of simulation-based medical and healthcare education creates challenges for educators, as they must help students engage in a simulation-based learning environment. This research provides a reference for facilitators of simulation teaching and student learning in medical and health-related majors by providing a deep understanding of student engagement in a simulation-based learning environment. Methods We conducted semi-structured interviews with ten medical and healthcare students to explore their learning types and characteristics in a simulation-based learning environment. Thematic analysis was used to analyse the data. Results The interviews were thematically analysed to identify three types of student engagement in the simulation-based learning environment: reflective engagement, performance engagement, and interactive engagement. The analysis also identified eight sub-themes: active, persistent, and focused thinking engagement; self-directed-learning thinking engagement with the purpose of problem solving; active “voice” in class; strong emotional experience and disclosure; demonstration of professional leadership; interaction with realistic learning situations; support from teammates; and collegial facilitator-student interaction. Conclusions The student interview and thematic analysis methods can be used to study the richness of student engagement in simulation-based learning environments. This study finds that student engagement in a simulation-based learning environment is different from that in a traditional environment, as it places greater emphasis on performance engagement, which combines both thinking and physical engagement, as well as on interactive engagement as generated through interpersonal interactions. Therefore, we suggest expanding the learning space centring around “inquiry”, as it can help strengthen reflective communication and dialogue. It also facilitates imagination, stimulates empathy, and builds an interprofessional learning community. In this way, medical and healthcare students can learn through the two-way transmission of information and cultivate and reshape interpersonal relationships to improve engagement in a simulation-based learning environment.

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How Health Humanities Will Save the Life of the Humanities

Klugman

2017

J Med Humanit

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In the last decade, the humanities have been shrinking in number of students, percent of faculty, and in number of degrees awarded. Humanities students also earn lower salaries than their STEM-prepared peers. At the same time, the health humanities have been in ascendance over the last fifteen years. The number of majors, minors and certificates has increased 266% in that time frame, attracting large numbers of students and preparing future patients, lay caregivers, and health care providers to interact with a complicated and dehumanized medical system. In 1982, British philosopher and educator Stephen Toulmin declared that medicine saved philosophy from irrelevance and possibly extinction. I propose that the health humanities can serve a similar function to stave off the decline of the broader humanities. The health humanities can (1) model an applied approach for the broader humanities to attract student interest; (2) develop students' capacity for critical reading, writing and reflection about health and medicine in society, practice, and their own lives and (3) inoculate all students against the influence of medicine, whether through preparing pre-health students to navigate the hidden medical curriculum or preparing future patients to navigate the health care system.

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Fostering Student Engagement in Medical Humanities Courses

Cited by 5 publications

References 5 publications

Expectations of Polish undergraduate medical students for medical humanities classes: a survey-based pilot study

Expectations of Polish undergraduate medical students for medical humanities classes: a survey-based pilot study

How do they learn: types and characteristics of medical and healthcare student engagement in a simulation-based learning environment

How Health Humanities Will Save the Life of the Humanities

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