Is Social Sciences and Humanities (SSH) Premedical Education Marginalized in the Medical School Admission Process? A Review and Contextualization of the Literature

Hall, Justin; Woods, Nicole N.; Hanson, Mark D.

doi:10.1097/acm.0000000000000284

Cited by 17 publications

(14 citation statements)

References 34 publications

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“…I talked to like various physicians I've shadowed and asked them like what do you actually use... they're like... "I don't really use that much physics" [Beverly, Interview 1] Beverly's belief that physics is a course she just has to get through seems in agreement with the beliefs of medical students, graduates, and physicians who state that physics was irrelevant to their success [35][36][37]. There have also been studies reporting that physics has no strong correlation with success in medicine [38,39]. We will show how, instead of challenging students' beliefs about the relevance of physics to their future careers, we can start to incorporate their rich disciplinary experiences to make physics more relevant.…”

Section: Ebaps -Real-life Applicabilitymentioning

confidence: 98%

Operationalizing relevance in physics education: Using a systems view to expand our conception of making physics relevant

Nair

Sawtelle

2019

Phys. Rev. Phys. Educ. Res.

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A common hope of many physics educators and researchers is that students leave the course with a stronger sense that physics is relevant to them than when they entered the course. Multiple survey measures have attempted to measure shifts in students' beliefs on the relevance of physics but frequently the results show a negative shift in students' beliefs and are often reported as a failure of students to "see the relevance." We challenge this interpretation by first operationalizing relevance as a construct by using existing theories on beliefs and attitudes. We utilize ecological systems theory to identify rich sites of relevance in students lives and present evidence to demonstrate the rich ways students are able to make relevant connections to physics. We then reflect on the implications of this expanded view on the limitations of past measures of relevance. We articulate how incorporating students' disciplinary ideas and expertise into the classroom can challenge previous deficit-framed narratives of students' abilities to find the relevance of physics.

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Section: Ebaps -Real-life Applicabilitymentioning

confidence: 98%

Operationalizing relevance in physics education: Using a systems view to expand our conception of making physics relevant

Nair

Sawtelle

2019

Phys. Rev. Phys. Educ. Res.

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“…MDHS is an interdisciplinary approach to medical/dental education that seeks to incorporate relevant learning experiences in the humanities and social sciences into medicine and dentistry [1][2][3][4]. The backdrop to this change is the rising global demand for health care and welfare, and the belief that future medical practitioners with a solid understanding of the humanistic and social aspects of medicine will make greater contributions to human health and life [5,6].…”

Section: Introductionmentioning

confidence: 99%

“…In integrating the humanities and social sciences, MDHS education may achieve more persuasive rationale and broader contextualization [5]. Studies on medical education have described the future roles of doctors in light of changes in healthcare and society.…”

Section: Introductionmentioning

confidence: 99%

An integrated humanities–social sciences course in health sciences education: proposed design, effectiveness, and associated factors

Lee

Jung

2020

BMC Med Educ

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Background: Previous research has not provided enough direction regarding effective content design of courses integrating the humanities and social sciences in medical and dental education. This study aims at exploring how an Integrated Medical/Dental Humanities-Social Medicine/Dentistry course may be designed; how effective it may be in terms of student growth in knowledge, attitudes, skills, and aspirations; and associated factors. Methods: The course was designed by distilling commonalities in the international standards for medical/dental education proposed by seven major health organizations. This analysis resulted in a curriculum covering nine major topics: history, professionalism, communication, ethics, management, policy, insurance, law, and research methodology. During the 2017 calendar year, data was collected and statistically analyzed from 68 third-year predoctoral students enrolled in the resulting MDHS 13-week course.Results: Participants showed growth in skills, aspirations, knowledge, and attitudes, with the greatest change occurring in skills, then aspirations, knowledge, and attitudes. Knowledge growth was the only variable significantly related to student achievement of course objectives (β = 0.635, t (63) = 3.394, p = 0.001). The topics that students perceived as most critical were insurance, policy, management, and law. The perceived importance of research was most common among participants and was significantly related to all learning outcomes (For knowledge, β = 0.213, t (63) = 2.203, p = 0.031; for attitudes, β = 0.784, t (63) = 10.257, p = 0.000; for skills, β = 0.769, t (63) = 9.772, p = 0.000; and aspirations β = 0.639, t (63) = 7.595, p = 0.000). Conclusions: This study proposed a framework for humanities-social sciences education in health sciences education and analyzed its implementation. The empirical evaluation of its effectiveness and factors related to successful outcomes found that students perceived gains in their knowledge, attitudes, skills, and aspirations for humanistic and social aspects of dentistry/medicine. In addition, their recognition of the importance of research was associated with the greatest growth in all four learning outcomes. This study may contribute to the improved design of integrated humanities-social sciences courses.

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“…[1][2][3][4] The backdrop to this change is the rising global demand for health care and welfare, and the belief that future medical practitioners with a solid understanding of the humanistic and social aspects of medicine will make greater contributions to human health and life. 5,6 In integrating the humanities and social sciences, MDHS education may achieve more persuasive rationale and broader contextualization. 5 Studies on medical education have described the future roles of doctors in light of changes in healthcare and society.…”

Section: Introductionmentioning

confidence: 99%

“…5,6 In integrating the humanities and social sciences, MDHS education may achieve more persuasive rationale and broader contextualization. 5 Studies on medical education have described the future roles of doctors in light of changes in healthcare and society. The reports Tomorrow's Doctors by the General Medical Council (GMC), 7 The Role of the Doctor by the World Federation for Medical Education (WFME), 8 and the Five Star Doctor by the World Health Organization (WHO), 9 all suggest that medical education should include integrated humanities and social sciences content and educators should adjust educational practices accordingly.…”

Section: Introductionmentioning

confidence: 99%

An Integrated Humanities–Social Sciences Course in Health Sciences Education: Proposed Design, Effectiveness, and Associated Factors

Lee

Jung

2020

Preprint

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Background Previous research has not provided enough direction regarding effective content design of courses integrating the humanities and social sciences in medical and dental education. This study aims at exploring how an Integrated Medical/Dental Humanities–Social Medicine/Dentistry course may be designed; how effective it may be in terms of student growth in knowledge, attitudes, skills, and aspirations; and associated factors. Methods The course was designed by distilling commonalities in the international standards for medical/dental education proposed by seven major health organizations. This analysis resulted in a curriculum covering nine major topics: history, professionalism, communication, ethics, management, policy, insurance, law, and research methodology. During the 2017 calendar year, data was collected and statistically analyzed from 68 third-year pre-doctoral students enrolled in the resulting MDHS 13-week course. Results Participants showed growth in skills, aspirations, knowledge, and attitudes, with the greatest change occurring in skills, then aspirations, knowledge, and attitudes. Knowledge growth was the only variable significantly related to student achievement of course objectives ( β = 0.635, t (63) = 3.394 , p = 0.001). The topics that students perceived as most critical were insurance, policy, management, and law. The perceived importance of research was most common among participants and was significantly related to all learning outcomes (For knowledge, β =0.213, t (63) = 2.203, p = 0.031; for attitudes, β = 0.784, t (63) = 10.257, p = 0.000; for skills, β = 0.769, t (63) = 9.772, p = 0.000; and aspirations β = 0.639, t (63) = 7.595, p = 0.000). Conclusions This study proposed a framework for humanities-social sciences education in health sciences education and analyzed its implementation. The empirical evaluation of its effectiveness and factors related to successful outcomes found that students perceived gains in their knowledge, attitudes, skills, and aspirations for humanistic and social aspects of dentistry/medicine. In addition, their recognition of the importance of research was associated with the greatest growth in all four learning outcomes. This study may contribute to the improved design of integrated humanities–social sciences courses.

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Is Social Sciences and Humanities (SSH) Premedical Education Marginalized in the Medical School Admission Process? A Review and Contextualization of the Literature

Abstract: Medical students with SSH premedical education perform on par with peers yet may possess different patterns of competencies, research, and career interests. However, SSH premedical education likely will not attain a significant role in medical school admission processes.

Cited by 17 publications

References 34 publications

Operationalizing relevance in physics education: Using a systems view to expand our conception of making physics relevant

Operationalizing relevance in physics education: Using a systems view to expand our conception of making physics relevant

An integrated humanities–social sciences course in health sciences education: proposed design, effectiveness, and associated factors

An Integrated Humanities–Social Sciences Course in Health Sciences Education: Proposed Design, Effectiveness, and Associated Factors

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