Learner Drawing and Sculpting in Surgical Education: A Systematic Review

Card, Elizabeth B.; Mauch, Jaclyn T.; Lin, Ines C.

doi:10.1016/j.jss.2021.05.036

Cited by 7 publications

(1 citation statement)

References 44 publications

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“…Therefore, it is no surprise that the presence, content, duration, and format of courses concerning medical humanization and humanities vary between the medical schools. The benefit of teaching medical humanities has been demonstrated in research studying the effect of teaching visual arts [4,5] or languages [5] in medical schools. In addition, a need for further extension of curricula in some medical schools, e.g., by teaching bioethics [6], has been identified.…”

Section: Introductionmentioning

confidence: 99%

A Study of Differences in Compulsory Courses Offering Medicine Humanization and Medical Communication in Polish Medical Schools: Content Analysis of Secondary Data

Dec-Pietrowska

Szczepek

2021

IJERPH

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Medical humanity is an essential element of medical education, and the respective courses are introduced to the curricula of medical schools worldwide. However, significant differences in this type of medical education were identified in Italy, Spain, and the UK. In Poland, this issue was not yet analyzed. The classes offered on a compulsory and not elective basis secure the uniform skills of future physicians. Therefore, we were prompted to ask a question: do Polish medical students receive equal compulsory education in medical humanities? To answer that question, we performed a content analysis of mandatory classes’ frequency, types, and content on medical humanization and communication in Polish medical schools. The study used publicly available information provided on the home pages of the universities to perform content and comparative analyses. Of 22 identified universities, 15 had publicly listed teaching programs, and nine had freely available syllabi. The names and types of courses varied from school to school. The number of hours the courses offered throughout medical education ranged from 15 to 216. In some medical schools, the classes were scheduled during the early, pre-clinical part of the study, whereas in other schools they were offered each year. The content of the courses always covered the topics of physician–patient communication but rarely offered protocols, such as the Calgary Cambridge guide. We conclude that the medical humanities represented by medical humanization and communication courses are included in the publicly available compulsory curriculum of most Polish medical schools. However, to secure equal education of future Polish physicians, there is a need to unify the medical humanities program.

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Section: Introductionmentioning

confidence: 99%