Integrating humanities curricula in medical education: a needs assessment

Taylor, Anna; Lehmann, Susan W.; Chisolm, Margaret S.

doi:10.15694/mep.2017.000090

Cited by 4 publications

(2 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Over approximately the past hundred years or so, the integration of the humanities with medicine has been ongoing, and controversy has emerged regarding the best model of medical humanities education. Hitherto, discussions of medical humanities education have usually been limited to the elds of literature or ethics, but the task of exploring visible or operable methods is the focus of medical humanities education [9] . The SRBL method proposed in the present article is valuable in this respect.…”

Section: Limitationsmentioning

confidence: 99%

“…However, until recently, the challenge of teaching the humanities to medical students has remained a worldwide problem that has been the subject of intense debate [7,8] . In an article published in 2017, which is titled Integrative Humanities Courses in Medical Education: A Need Assessment, Taylor and colleagues noted that although it has been widely recognized that exposing medical students to the humanities "can encourage re ective practice and promote holistic patient care practice," the effectiveness of various humanities programs remains unclear [9] .…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Applying the scene reappearance-based learning (SRBL) method in medical humanities training in the context of anesthesiology residency

Yi,

Wu,

et al. 2024

Preprint

View full text Add to dashboard Cite

Background To propose the novel scene reappearance-based learning method (SRBL) method for education in the medical humanities and to investigate whether this method can be used to curb the negative medical humanistic behavior of anesthesia residents effectively in the context of the assessment of block levels during spinal-epidural anesthesia. Methods Based on video recordings, we retrospectively found that anesthesia residents employed the negative humanistic behavior of nipping patients' skin with their fingers to assess block levels during spinal-epidural anesthesia. We further investigated the incidence of such negative behavior among residents, reconstructed the scene for all residents using video recordings, and guided the residents in a discussion of what behavior is appropriate in the context of the medical humanities in this scenario using simulation and roleplaying exercises. Results Among the 25 residents included in this training base, 18 used the same method of nipping the patient’s skin to assess block levels during spinal-epidural anesthesia. Through discussion, these 25 students reached consensus regarding ways of respecting patients’ humanistic feelings when assessing block levels during spinal-epidural anesthesia. Once these measures were implemented, the negative humanistic behavior of nipping the patient’s skin was eliminated in the training base within 3 months. Conclusions This paper proposes a method of medical humanities education for anesthesia residents that we call SRBL, which is administered during the assessment of block levels during spinal-epidural anesthesia and can quickly curb the negative medical humanistic behavior exhibited by anesthesia residents.

show abstract

Section: Limitationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Applying the scene reappearance-based learning (SRBL) method in medical humanities training in the context of anesthesiology residency

Yi,

Wu,

et al. 2024

Preprint

View full text Add to dashboard Cite

show abstract

On the arts and humanities in medical education

Rabinowitz

2021

Philos Ethics Humanit Med

View full text Add to dashboard Cite

This paper aims to position the birth of the Medical Humanities movement in a greater historical context of twentieth century American medical education and to paint a picture of the current landscape of the Medical Humanities in medical training. It first sheds light on the model of medical education put forth by Abraham Flexner through the publishing of the 1910 Flexner Report, which set the stage for defining physicians as experimentalists and rooting the profession in research institutions. While this paved the way for medical advancements, it came at the cost of producing a patriarchal approach to medical practice. By the late 1960s, the public persona of the profession was thus devoid of humanism. This catalyzed the birth of the Medical Humanities movement that helped lay the framework for what has perpetuated as the ongoing incorporation of humanistic subjects into medical training. As we enter a time in medicine in which rates of burnout are ever-increasing and there are growing concerns about a concomitant reduction in empathy among trainees, the need for instilling humanism remains important. We must consequently continue to consider how to ensure the place of the Medical Humanities in medical education moving forward.

show abstract

HAPPE—A pilot programme using humanities to teach junior doctors empathy in a palliative medicine posting

Ong

2021

TAPS

View full text Add to dashboard Cite

Introduction: Physician empathy is declining due to an unproportionate focus on technical knowledge and skills. The medical humanities can counter this by allowing connection with our patients. This is a pilot study that aims to investigate the acceptability, efficacy, and feasibility of a humanities educational intervention to develop physician empathy. Methods: Junior doctors at the Division of Supportive and Palliative Care at the National Cancer Centre Singapore between July 2018 and June 2019 attended two small-group sessions facilitated by psychologists to learn about empathy using literature and other arts-based materials. Feasibility was defined as a completion rate of at least 80% while acceptability was assessed by a 5-question Likert-scale questionnaire. Empathy was measured pre- and post-intervention using Jefferson’s Scale of Physician Empathy (JSPE) and the modified-CARE (Consultation and Relational Empathy) measure. Results: Seventeen participants consented, and all completed the programme. Acceptability scores ranged from 18 to 50 out of 50 (mean 38, median 38). There was an increase in JSPE scores (pre-test mean 103.6, SD=11.0 and post-test mean 108.9, SD=9.9; t (17) =2.49, P=.02). The modified-CARE score increased between pre-test mean of 22.9(SD=5.8) and a post-test mean of 28.5(SD=5.9); t (17) = 5.22, P<0.001. Conclusion: Results indicate that the programme was acceptable, effective, and feasible. The results are limited by the lack of longitudinal follow-up. Future studies that investigate the programme’s effect over time and qualitative analysis can better assess its efficacy and elicit the participants' experiences for future implementation and refinement.

show abstract

Integrating humanities curricula in medical education: a needs assessment

Cited by 4 publications

References 41 publications

Applying the scene reappearance-based learning (SRBL) method in medical humanities training in the context of anesthesiology residency

Applying the scene reappearance-based learning (SRBL) method in medical humanities training in the context of anesthesiology residency

On the arts and humanities in medical education

HAPPE—A pilot programme using humanities to teach junior doctors empathy in a palliative medicine posting

Contact Info

Product

Resources

About