A community-based approach to the medical humanities

Donohoe, Martin; Danielson, Susan

doi:10.1111/j.1365-2923.2004.01756.x

Cited by 34 publications

(25 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The Readiness for Interprofessional Learning Scale (RIPLS) (Parsell et al, 1998;Parsell & Bligh, 1999) has been employed in its original form by several research groups since its development (Horsburgh et al, 2001;Hind et al, 2003;Baxter, 2004;Donohoe & Danielson, 2004). These researchers appear however to have used the instrument without making any further investigations of its psychometric properties.…”

Section: Introductionmentioning

confidence: 99%

The test-retest reliability of a revised version of the Readiness for Interprofessional Learning Scale (RIPLS)

McFadyen

Webster

Maclaren

2006

Journal of Interprofessional Care

121

View full text Add to dashboard Cite

The original version of the Readiness for Interprofessional Learning Scale (RIPLS) was published by Parsell and Bligh in 1999. The only aspect of reliability considered by the authors was the internal consistency. A revised version for use with undergraduate students was published in 2005 (McFadyen et al., 2005). That paper also reported internal consistency of the revised version. Subsequently a sample from one professional group (n = 65) was used to assess test-retest reliability, over a one week period, of each of the 19 items and of the sub-scale totals, using Weighted Kappa and the intra-class correlation (ICC) respectively, and these results are reported in the present paper. The test-retest reliability of the individual items using Weighted Kappa was satisfactory, with the exception of two items (Items 11 and 12). The ICC results for the sub-scale totals were all in excess of 0.60 with the exception of sub-scale two. This revised version of RIPLS would appear to have good reliability in three of its sub-scales but further research, with larger samples, is required before the fourth sub-scale can be reliably assessed.

show abstract

Section: Introductionmentioning

confidence: 99%

The test-retest reliability of a revised version of the Readiness for Interprofessional Learning Scale (RIPLS)

McFadyen

Webster

Maclaren

2006

Journal of Interprofessional Care

121

View full text Add to dashboard Cite

show abstract

“…Based on a research survey, it has been reported that a considerable number of the medical schools in United States of America have courses in medical humanities either as part of the curriculum or as extracurricular activities (Rodenhauser et al 2004). Some schools started community-based educational implementations like 'Literature and Medicine in the Community' and 'Illness and Culture' (Donohoe & Danielson 2004). Lectures, panels, psychodramas, community-based projects and small group discussions on educational materials like stories, poems, paintings, films are being utilized as educational techniques and materials in 'Human in Medicine' (HIM) programs (Donohoe & Danielson 2004;Lee & Ahn 2004).…”

Section: Practice Pointsmentioning

confidence: 99%

“…Some schools started community-based educational implementations like 'Literature and Medicine in the Community' and 'Illness and Culture' (Donohoe & Danielson 2004). Lectures, panels, psychodramas, community-based projects and small group discussions on educational materials like stories, poems, paintings, films are being utilized as educational techniques and materials in 'Human in Medicine' (HIM) programs (Donohoe & Danielson 2004;Lee & Ahn 2004). Medical humanities programs introduce into medical education the perspectives of the humanities and social sciences and help students to understand and express themselves more efficiently and to develop a deeper insight into human nature.…”

Section: Practice Pointsmentioning

confidence: 99%

“…Community-based activities could be planned. In this way medical students may have a greater chance to enrich their social and humanistic perspectives (Donohoe & Danielson 2004;Rodenhauser 2004). For these purposes elective courses could be added to the preclinical curriculum and/or different HIM activities could be added to clinical clerkships as a 'line'.…”

Section: E473mentioning

confidence: 99%

See 1 more Smart Citation

A course, ‘The Human in Medicine’, as an example of a preclinical medical humanities program: A summary of 7 years

2009

View full text Add to dashboard Cite

Background: This article is based on the experience with 'The Human in Medicine' (HIM) courses that had been a part of the preclinical program of the Marmara Medical School. Aim: The evaluation of the HIM course in terms of its efficacy and the impressions of the students. Methods: Three groups of data were collected: (a) Students' feedbacks about the courses, (b) HIM final scores and (c) a thematic/content analysis of randomly selected students' reports. Stratified random sampling was used to select student reports for qualitative analysis. Content and thematic analyses were carried out by two researchers independently. Results: In general, the HIM program was evaluated as moderate or above moderate by 60-80% of the students. Content and thematic analysis of student reports showed that there was a rich variety in individual definitions, descriptions of causal relationships and suggestions for possible solutions about themes medicalization and stigmatization. Student reports on the case were analysed in concordance with psychologic and social parameters. Conclusion: As a conclusion these results showed that program goals were mainly achieved and the multidisciplinary, preclinical HIM program can be seen as efficient starting point to complement the biologic perspective of medical education with a social and humanistic perspective.

show abstract

“…Since the early nineties, when Murray (1995) explored the issue of the social responsibility of medical schools, undergraduate medical schools have tried to respond to community health needs, and develop appropriate programmes (Lennox & Petersen 1998;Donohoe & Danielson 2004;Kaczorowski et al 2004;Shannon et al 2005). Fox et al (1991) described a course in sociology, combined with a family attachment scheme in the community, that provided preclinical students with the practical dimension of important sociological concepts (e.g.…”

Section: Introductionmentioning

confidence: 99%

Medical students as family-health advocates: Arabian Gulf University experience

et al. 2007

View full text Add to dashboard Cite

Background: The Arabian Gulf University is a coeducational Islamic institution in the Kingdom of Bahrain sponsored by the Gulf Cooperative Council. The College of Medicine follows a problem-based curriculum in which science is integrated with professional skills and a community-health programme, comprising of maternal and child health, family studies, and population-health research. The family-studies programme requires all third-year students to complete a wide series of activities under familyphysician supervision. Aim: The aim of the study was to assess the performance of the programme with specific regard to students' family-health advocacy roles. Method: A trained community-health nurse administered a semistructured questionnaire based on family empowerment to 30 families. Themes included health-knowledge gains, positive changes in lifestyle and communication practices, and accessing community resources. Results: All families reported a gain in relevant health knowledge, and a number of families reported positive changes in lifestyle. Conclusions: Students proved to be valuable advocates for families in this programme. Their principal role lay in the uncovering of psychosocial distress, but they were able also to offer practical help in lifestyle behaviour changes, communication, and community-resource use.

show abstract

A community-based approach to the medical humanities

Cited by 34 publications

References 44 publications

The test-retest reliability of a revised version of the Readiness for Interprofessional Learning Scale (RIPLS)

The test-retest reliability of a revised version of the Readiness for Interprofessional Learning Scale (RIPLS)

A course, ‘The Human in Medicine’, as an example of a preclinical medical humanities program: A summary of 7 years

Medical students as family-health advocates: Arabian Gulf University experience

Contact Info

Product

Resources

About