Humanities in Undergraduate Medical Education: A Literature Review

Ousager, Jakob; Johannessen, Helle

doi:10.1097/acm.0b013e3181dd226b

Cited by 211 publications

(181 citation statements)

References 210 publications

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“…Outcomes measures remain poorly refined and the efficacy of these efforts to produce better physicians has been difficult to demonstrate. 17,18 The impact of ethics and humanities curricula may be further undermined by its typical placement alongside basic sciences in the first one or two years of undergraduate education, and its more limited or absent profile in the clinical years. This inverse relationship between ethical exposure and clinical exposure can foster a perception that ethics and humanities have academic value but are clinically extraneous, and can leave students with deficits in knowledge and skills that may render them more vulnerable to the impact of moral distress.…”

Section: Medical Ethics Educationmentioning

confidence: 99%

Moral Distress in Medical Education and Training

Berger

2013

J GEN INTERN MED

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Moral distress is the experience of cognitive-emotional dissonance that arises when one feels compelled to act contrary to one's moral requirements. Moral distress is common, but under-recognized in medical education and training, and this relative inattention may undermine educators' efforts to promote empathy, ethical practice, and professionalism. Moral distress should be recognized as a feature of the clinical landscape, and addressed in conjunction with the related concerns of negative role modeling and the goals and efficacy of medical ethics curricula.

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Section: Medical Ethics Educationmentioning

confidence: 99%

Moral Distress in Medical Education and Training

Berger

2013

J GEN INTERN MED

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“…24 Humanities have been described as a means to achieve the goal of fostering the generic "good" (empathic, holistically oriented) doctor. 25 Being a good doctor, from a humanities perspective, includes not only having knowledge of scientific medicine, but also being a "humane doctor." 2 The major goals of the OMNIBUS curriculum are to educate medical professionals who are compassionate and demonstrate a holistic understanding of the human condition.…”

Section: Discussionmentioning

confidence: 99%

Students' perspectives about the medical humanities curriculum at the Catholic University of Korea

et al. 2013

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Objectives: This paper presents the results of a qualitative study aimed at elucidating how well the goals of the OMNI-BUS curriculum implemented in Korea as a medical humanities curriculum were achieved, from the student perspective. Methods: We conducted a qualitative study to elicit perspectives of students who participated in all 12 weeks of the OMNIBUS curriculum. Eighteen fourth-year medical students participated in two focus group interviews. Openended questions were prepared to guide the interviews. The interviews were audio-taped and transcribed. All data from the interviews were analyzed, using an inductive approach to identify themes. Results:The main themes were "characteristics of a good doctor", "various careers in medicine", and "the need for changes in assessment methods". Seven subthemes that emerged were specifically related to "characteristics of a good doctor", including "variety of perspectives on the human condition", "feel empathy with patients from diverse backgrounds", "communicate effectively with patients", "clarify values", "roles as a leader in society", "give back to the community", and "satisfaction of being physicians and importance of physician self-care". Conclusion:The themes identified in this study demonstrated that the OMNIBUS curriculum achieved its goals, from the student perspective. In the interviews, students also identified other strengths and areas for improvement of the curriculum.

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“…On one hand, college and health professions administrators, and many medical educators, call for metrics-quantitative measures of what this curriculum does for students (Ousager and Johannessen 2010). On the other hand, humanists tend to argue that empirical data cannot capture the nuanced learning outcomes of critical thinking, reflection, and synthesis skills that our students gain (Belling 2010 …”

Section: Measuring the Impact Of Baccalaureate Health Humanitiesmentioning

confidence: 99%

Editors’ Introduction: Health Humanities: The Future of Pre-Health Education is Here

2017

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We live in an exciting new era for health humanities. At the baccalaureate level, programs focused on health and healthcare have more than quadrupled since 2000 across the United States (Berry et al. 2016), with more programs in development in Canada and other nations. These programs are appearing in all types of schools from liberal arts colleges to public and research universities. Teaching opportunities also exist at schools without a formal program as health becomes a desired focus for hires within literature, gender studies, religion, history, communication and other disciplines. While each major, minor, certificate, and concentration varies according to its own institutional context, it is clear that the disciplinary composition of health humanities is being pushed forward by emerging programs and by the work of colleagues who are in the process of creating them. At the same time, increasing numbers of students who have benefitted from health humanities education are now moving on to diverse careers in healthcare practice, advocacy, policy, and education.In this issue, we have drawn together the voices and perspectives of stakeholders in baccalaureate education: from first-year college students to medical residents, practicing dieticians, pharmacists, and nurses; program administrators; and educators with diverse backgrounds in clinical practice and humanities scholarship. Each brings a fresh perspective to the practice of the field. Placed in conversation, these voices raise key questions about the field as a whole: its scope, disciplinary positioning, aims, methods, and assessment of impact.

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Humanities in Undergraduate Medical Education: A Literature Review

Cited by 211 publications

References 210 publications

Moral Distress in Medical Education and Training

Moral Distress in Medical Education and Training

Students' perspectives about the medical humanities curriculum at the Catholic University of Korea

Editors’ Introduction: Health Humanities: The Future of Pre-Health Education is Here

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