Integration of Arts and Humanities in Medical Education: a Narrative Review

Smydra, Rachel; May, Matthew; Taranikanti, Varna; Mi, Misa

doi:10.1007/s13187-021-02058-3

Cited by 13 publications

(15 citation statements)

References 40 publications

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“…An earlier study of the determinants of empathy among medical undergraduates found that time spent in medical humanities among other activities was correlated with higher empathy scores. 25 Apart from previous reviews, 2,3 recent studies have found objective improvements in empathy scores with the use of medical humanities in medical training. 26,27 One of the concerns regarding clinical practice is the phenomenon of “ethical erosion,” in which clinicians experience a decline in empathy as they begin their careers.…”

Section: Discussionmentioning

confidence: 98%

“…Medical humanities is defined broadly as “an interdisciplinary field concerned with understanding the human condition of health and illness to create knowledgeable and sensitive health care providers, patients, and family caregivers.” 1 Of note, while recent reviews have observed the increased introduction of medical humanities (use of literary arts being most common) into the curriculum of health professions education including medical undergraduate education, there are reported gaps in the literature including data on learner assessment and outcome. 2–4 Although there are associations between the incorporation of medical humanities and better reflectivity and empathy among the learners, 5 the impact on other learner outcomes including perceived benefit on patient care as well as mediators of the inter-relationships between medical humanities and learner outcomes are less examined. 3,4…”

Section: Introductionmentioning

confidence: 99%

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Medical Humanities in Undergraduate Psychiatry Teaching: Learner Assessment and Mediators of Better Learning Outcomes

Rajagopalan,

Chew,

Sim

2023

Journal of Medical Education and Curricular Development

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OBJECTIVES Previous studies have found that the inclusion of medical humanities in medical education was associated with improvements in learner reflectivity and empathy. There is less data, however, on the impact of medical humanities on perceived patient care and mediators of learner outcomes. Our study aimed to determine the impact of medical humanities on perceived learner well-being and patient care, and the mediators of these outcomes in medical undergraduates undergoing psychiatric training. METHODS This cross-sectional study was conducted from August 2021 to December 2022 within undergraduate medical students undergoing psychiatry rotations and who attended sessions entitled “Humanities in Psychiatry.” Both quantitative and qualitative data were obtained through anonymized online feedback forms. Path analysis was performed to examine the relationship between learners’ perception of the medical humanities writing activity and its potential to improve their well-being, patient care, as well as mediators of these outcomes. RESULTS Overall, 97 medical undergraduates (response rate 67.4%) participated in the study and more than four-fifths reported improvements in listening, reflection, empathy, personal well-being, and perceived patient care. Males showed more interest in additional medical humanities sessions (mean rank 57.9 vs 42.5, P = .005) and greater improvements in personal well-being (mean rank 55.1 vs 44.5, P = .044). Path analysis showed that reflective capacity of learners mediated the relationship between reflective writing and perceived improvements in learner well-being (β = 0.596, 95% CI = 0.409-0.737) and patient care (β = 0.557, 95% CI = 0.379-0.702). CONCLUSIONS Our study found that the majority of learners responded positively to the medical humanities sessions, which suggests that its use could be beneficial in fostering empathy, reflection, learner well-being, and improved patient care. Using the PRISM model, we present practical implications for educators to consider when using medical humanities in relation to psychiatry training.

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Section: Discussionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Medical Humanities in Undergraduate Psychiatry Teaching: Learner Assessment and Mediators of Better Learning Outcomes

Rajagopalan,

Chew,

Sim

2023

Journal of Medical Education and Curricular Development

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“…Medical humanistic literacy is of great value in dealing with doctor-patient relationship in clinic [16] . Integrating humanities into medical education can help students to develop professional quality, self-awareness, communication skills and other basic qualities [17] . Gordon et al argue that promoting humanistic literacy can overcome the separation between clinical care and the humanities and facilitate interdisciplinary teaching and research that optimizes patient care through a more holistic approach [18] .…”

Section: Discussionmentioning

confidence: 99%

Exploration on the application of CBL and humanistic literacy in diagnostics teaching under the background of new medicine

Liu

Deng

2022

Preprint

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Background: In the new era, medical teaching is faced with the dual tasks of knowledge transmission and value guidance. In this study, we applied CBL combined with humanistic literacy to undergraduate medical students’ internal medicine diagnostics teaching, so as to promote medical students’ better acquisition of knowledge and improvement of literacy.Methods: Fifty-six five-year undergraduate medical students from Xiangya Medical College of Central South University were randomly divided into experimental group and control group, with 28 students in each group. In the experimental group, CBL combined with humanistic literacy teaching mode was adopted, while in the control group, traditional teaching methods were adopted. The two groups were compared to explore the effect of innovative teaching mode in the course of medical diagnostics. Result: The scores of multiple choice questions and comprehensive analysis questions of the experimental group were significantly higher than those of the control group. The teaching satisfaction survey of the two groups of students shows that the students in the experimental group are significantly higher than the control group. In addition, the comprehensive ability questionnaire survey showed that the experimental group of students compared to the control group of students, this group of students believed that the innovative teaching mode of CBL combined with humanistic literacy could significantly improve humanistic literacy, learning motivation, independent thinking, clinical thinking, teamwork, clinical communication and other abilities ( P＜0.05) .Conclusion: Under the background of new medicine, CBL combined with humanistic literacy teaching mode is obviously superior to the traditional teaching mode in improving the professional knowledge level and cultivating the comprehensive quality and ability of undergraduate medical students. This teaching mode can not only improve the teaching quality, but also improve students’ learning ability, exercise their learning enthusiasm, and improve students' happiness in learning.

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“…Through concrete practice and conveying love and care for life, humanity cannot be separated from technology, and technology must rely on humanities. Some scholars suggest the integration of arts and humanities in medical education ( 22 ).…”

Section: Discussionmentioning

confidence: 99%

The Application of the Philosophical Thinking of “Three” From I Ching to Medical Education

Zhang

et al. 2021

Front. Med.

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Since ancient times, the Chinese have had a special understanding of the “Three”. Chinese philosophy originates from the I Ching, and the philosophical concept of “Three” is the core of the I Ching. The philosophical thinking about “Three” entails a complete dialectical thinking method that is consistent with the Western philosophical concept of “One Dividing into Three”. In this paper, we explain the philosophical concept of “Three” and suggest its application to medical education, including the learning and application of new technology, shared decision making between doctors and patients, and integration of medical humanities and medical science.

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Integration of Arts and Humanities in Medical Education: a Narrative Review

Cited by 13 publications

References 40 publications

Medical Humanities in Undergraduate Psychiatry Teaching: Learner Assessment and Mediators of Better Learning Outcomes

Medical Humanities in Undergraduate Psychiatry Teaching: Learner Assessment and Mediators of Better Learning Outcomes

Exploration on the application of CBL and humanistic literacy in diagnostics teaching under the background of new medicine

The Application of the Philosophical Thinking of “Three” From I Ching to Medical Education

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