A Pilot Study to Understand the Role of Medical Humanities in Medical Education

Pitcher, Clark; Prasad, Arya S; Marchalik, Daniel; Groninger, Hunter; Krishnan, Lakshmi; Pottash, Michael

doi:10.1007/s40670-022-01642-6

Cited by 4 publications

(10 citation statements)

References 7 publications

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“…Students with a utilitarian and selective mindset may easily neglect these less emphasized humanistic courses [ 39 ]. Besides, the monotonous teaching format and non-energetic classrooms have also greatly diminished students’ enthusiasm for learning [ 40 ]. In addition to enriching humanities subjects and improving teaching strategies, it’s also important to motivate students intrinsically.…”

Section: Discussionmentioning

confidence: 99%

Final-year nursing students’ perceptions of humanistic education in nursing: a cross-sectional descriptive study

Zhang,

Tian

2024

BMC Med Educ

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Background Humanistic education is an important part of nursing education. Final-year nursing students’ perceptions of nursing humanistic education are under-investigated. This study aimed to examined final-year nursing students’ perceptions of nursing humanistic education in both school and hospital. Methods This was a cross-sectional descriptive study conducted from May to June 2022 among 107 final-year nursing students with a self-designed questionnaire. Results Final-year nursing students recognized the importance of humanistic education, scoring above 4.0 on a 1–5 scale, while their initiative to enhance humanistic qualities was relatively low. Students’ satisfaction with the number of humanities courses offered was only 3.7 ± 0.862. Moreover, 62.6% of students believed there was a need to enhance humanistic environmental development including corridor culture. The “monotonous teaching format” (63.6%) and “teaching methods” (64.5%) have emerged as focal points that students identified as needing attention and improvement. Conclusions In the future, nursing humanistic education can be enhanced by increasing the proportion of humanities, improving teaching methods, stimulating students’ learning motivation, and strengthening the construction of humanistic environment.

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Section: Discussionmentioning

confidence: 99%

Final-year nursing students’ perceptions of humanistic education in nursing: a cross-sectional descriptive study

Zhang,

Tian

2024

BMC Med Educ

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“…It prompts discussion of difficult topics such as the vulnerability and frailty of us as clinicians. 26 Debates about the medical humanities also re-center the conversation squaring on the doctor-patient relationship, which is foundational to all our work and efforts. This is the core of medicine and leaning into this relationship, cultivating compassionate care of others, may have substantial benefits in mitigating burnout.…”

Section: Impact On Burnoutmentioning

confidence: 99%

“…33 These courses have been noted to provide insight into the patient experience and the interdisciplinary nature of the work has been cited by medical students as a source of inspiration and insight. 26 Stories, through their various forms whether art, literature, music, or narrative, are one of the most effective means to communicate the meaning of an existentially important experience to another and can offer a glimpse into another's worldview. 34 The two-dimensional portrayals of patients in sample cases do not allow for personal and constructive engagement.…”

Section: Impact On Empathymentioning

confidence: 99%

“…Students report insight into the patient experience and a greater understanding of the stigma of illness. 26 A former New York Times critic summarized the experience: "To most physicians, my illness is a routine incident in their rounds, while for me it's the crisis of my life. I would feel better if I had a doctor who at least perceived this incongruity."…”

Section: Impact On Empathymentioning

confidence: 99%

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Creating Alignment: How the Humanities Can Help Heal Physicians and Patients

Cerceo,

Vasan

2023

Journal of Medical Education and Curricular Development

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The medical humanities, an umbrella term for the fields of ethics, social science, and fine arts, are increasingly recognized as an important component of medical education. Since the Flexner report, the primacy of science and evidence-based medicine has replaced subjectivity and nuance. While this has been critical for standardization of care and patient safety, an exclusive emphasis on science in undergraduate medical education can devalue more humanistic pursuits. Modern medicine is now plagued with burnout, pandemics, and societal ills that permeate into medicine. Addressing these requires a thoughtful, holistic approach where we extend our sights beyond strict evidence-based medicine.

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“…Many of those who have incorporated the humanities into their medical education program recognize the difficulty in evaluating such curricular efforts since measuring or assessing outcomes beyond learner satisfaction can be challenging. Moreover, while assessing the effects of individual medical humanities courses on students' personal and professional development has been demonstrated (e.g., Aluri et al 2023;Pitcher et al 2022), examining the effects of a broadly integrated medical humanities curriculum is more difficult. After completing the first year of our revised curriculum, we convened a research team who was up for the challenge.…”

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confidence: 99%

Forming Physicians: Evaluating the Opportunities and Benefits of Structured Integration of Humanities and Ethics into Medical Education

et al. 2023

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This paper offers a novel, qualitative approach to evaluating the outcomes of integrating humanities and ethics into a newly revised pre-clerkship medical education curriculum. The authors set out to evaluate medical students’ perceptions, learning outcomes, and growth in identity development. Led by a team of interdisciplinary scholars, this qualitative project examines multiple sources of student experience and perception data, including student essays, end-of-year surveys, and semi-structured interviews with students. Data were analyzed using deductive and inductive processes to identify key categories and recurring themes. Results suggest that students not only engaged with the curricular content and met the stated learning objectives but also acknowledged their experience in the humanities and ethics curriculum as an opportunity to reflect, expand their perceptions of medicine (and what it means to be “in” medicine), connect with their classmates, and further cultivate their personal and professional identities. Results of this qualitative study show how and in what ways the ethics and humanities curriculum motivates students past surface-level memorization of factual knowledge and encourages thoughtful analysis and evaluation about how the course material relates to and influences their thinking and how they see themselves as future doctors. The comprehensive qualitative approach reflects a holistic model for evaluating the integration of humanities and ethics into the pre-clerkship medical education curriculum. Future research should examine if this approach provides a protective factor against the demonstrated ethical erosion and empathy decrease during clinical training.

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A Pilot Study to Understand the Role of Medical Humanities in Medical Education

Cited by 4 publications

References 7 publications

Final-year nursing students’ perceptions of humanistic education in nursing: a cross-sectional descriptive study

Final-year nursing students’ perceptions of humanistic education in nursing: a cross-sectional descriptive study

Creating Alignment: How the Humanities Can Help Heal Physicians and Patients

Forming Physicians: Evaluating the Opportunities and Benefits of Structured Integration of Humanities and Ethics into Medical Education

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