How Are the Arts and Humanities Used in Medical Education? Results of a Scoping Review

Abstract

PurposeAlthough focused reviews have characterized subsets of the literature on the arts and humanities in medical education, a large-scale overview of the field is needed to inform efforts to strengthen these approaches in medicine.

The prism model: advancing a theory of practice for arts and humanities in medical education

“…Furthermore, while the sample of stakeholders interviewed was purposeful, it was also small and comprised of 'insiders' to the field. For a discussion of the limitations related to the creation of the database in the original scoping review, see Moniz et al [1].…”

“…To contextualize the data set (n = 769 articles) analyzed in this paper, we briefly summarize the original scoping review's inclusion and exclusion criteria and approach to data collection. For complete details, see Moniz et al [1].…”

Mask Work—Translating Lessons Learned in Drama School to Conversations on the Medical Wards

“…A recent scoping review on the humanities in medical education identified 70 articles describing educational interventions using theatre and drama. 7 Additional explorations are needed to establish what learning objectives are best suited for drama-based interventions and the best way to implement them. These studies should pay special attention to introverted learners, as there is concern that they may be less suited for such inherently interactive curricula.…”

The Online “Personal Responses Tour”: Adapting an Art Museum–Based Activity for a Virtual Setting

“…The integration of the arts and humanities into health professions training is one way to build relational skills and promote humanistic practice [1,2,[5][6][7][8], and the Association of American Medical Colleges (AAMC) recognizes the critical role of the arts as foundational to medical education [6]. A recent scoping review identified over 400 programs that integrate a wide range of arts and humanities (e.g., narrative medicine, visual arts, music) across the spectrum of medical learning (from pre-medical through continuing medical education) [8]. Not surprisingly, visual arts-based medical education programs sometimes take place in an art museum, providing a perhaps unfamiliar and potentially transformative space for arts-based teaching and learning [9].…”

“…Not surprisingly, visual arts-based medical education programs sometimes take place in an art museum, providing a perhaps unfamiliar and potentially transformative space for arts-based teaching and learning [9]. Art museum-based teaching is an innovative approach to health professions learning, which can build clinical skills, foster personal growth, and support professional development [1,2,[6][7][8][10][11][12] and is rapidly becoming an area for faculty development across health care professions [13].…”