A Medical Student Elective Promoting Humanism, Communication Skills, Complementary and Alternative Medicine and Physician Self-Care: An Evaluation of the HEART Program

Abstract

Objective In 2002 AMSA created a fourth year medical student elective known as HEART that provided the opportunity for students to explore humanism in medicine, self-care, complementary and alternative medicine modalities, communication, activism, and community building in a four week immersion experience. The educational effects of this elective, and whether it has met its stated goals, are unknown. Method The authors conducted a web-based, cross-sectional survey of the first eight cohorts of HEART graduates in 2010. Survey questions assessed respondents’ demographics and perspectives on the educational impact of the elective. Descriptive statistics were used to characterize the sample and qualitative analyses were guided by grounded theory. Results Of 168 eligible alumni, 122 (73%), completed the survey. The majority were female (70%), age ≤35 (77%), and trained in primary care specialties (66%). Half were attendings in practice. The majority of respondents felt the elective taught professionalism (89%) and communication skills (92%) well or very well. The majority highly agreed that the elective helped them better cope with stress during residency training (80%), taught them self-care skills (75%), and improved their ability to empathize and connect with patients (71%). Qualitative analysis of the personal and professional impact of the elective identified twelve common themes with self-discovery, self-care, and collegial development/community most frequently cited. Conclusions The majority of HEART graduates endorse learning important skills and benefiting from the experience both personally and professionally. Aspects of the HEART curriculum may help training programs teach professionalism and improve trainee well-being.

A review of creative and expressive writing as a pedagogical tool in medical education

“…These were evaluated by two authors. Ninety‐one articles were selected that met the inclusion criteria for the review: 28 position paper overviews, six reviews, one meta‐analysis, two surveys, 19 quasi‐experimental studies, 10 mixed‐methods studies and 25 qualitative studies …”

“…Among the 54 outcome studies (19 quasi‐experimental studies, 10 mixed‐methods studies and 25 qualitative studies …”

“…Courses that overtly focused on writing incorporated an array of writing activities. The humanities in general, along with courses in narratives, medical humanities and learning through art, were reported to be in place in medical schools, although specifically teaching humanism (empathy and compassion as key components in the delivery of medical care) was recognised as different from simple inclusion of humanities in the medical curriculum …”

“…Thematic analysis revealed a cluster of topics relevant to professionalism and soft skills that arose from the articles. There was recognition of the need to promote compassion and empathy in communication with patients, despite the perception that humanism in medicine is on the decline . There was also recognition that the practice of medicine requires abilities beyond scientific and clinical knowledge in the form of soft skills and that these skills could be fostered by creative writing as a teaching approach …”

“…Learning about professionalism involved explicit learning as well as cognitive, social and emotional development of medical students. Because this developmental process can be different among students, journal writing and essays were recognised for their potential in allowing students to explore the application of knowledge and recognition of growth . Creative writing was acknowledged for its potential to communicate learning in a way that might not be discerned through testing and evaluation .…”