The Medical Humanities Program at the University of Manitoba, Winnipeg, Manitoba, Canada

Magwood, Bryan; Casiro, Oscar; Hennen, Brian

doi:10.1097/00001888-200310000-00015

Cited by 14 publications

(3 citation statements)

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“…Many medical and nursing schools offer courses which require students to read literary prose (including children's literature) or poetry, or do creative writing . Making literature part of health practitioner education has been said to increase students’ empathy and critical thinking, improve their observation skills and develop their cultural competence .…”

Section: Introductionmentioning

confidence: 99%

The importance of leisure reading to health sciences students: results of a survey

Watson

2015

Health Info Libraries J

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Section: Introductionmentioning

confidence: 99%

The importance of leisure reading to health sciences students: results of a survey

Watson

2015

Health Info Libraries J

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“…However, the previous publications focused on teaching anthropology, history, language studies, literature, music, philosophy, religion and theology, sociology, or visual arts, whereas we focused on teaching medical communication and the humanization of medicine as core medical competencies. Although the medical humanities started to be introduced to medical schools several decades ago [34,35], the differences in programs still exist today [32]. Analysis of teaching programs in medical humanities in medical schools based in the USA, Canada, and the United Kingdom determined a negative correlation between the quality of the medical school (as per international ranking) and the quantity and quality of the medical humanities courses offered [32].…”

Section: Discussionmentioning

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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“…Strategies to improve medical students' understanding of legal medicine include individualized medicinelaw electives, mock trials, and simulations [7][8][9]13,22,28,30,33,[35][36][37]40,42]. If possible, collaborations between local law and medical school faculty can optimize the use of institutional resources while providing students the opportunity to interact and mitigate negative perceptions and biases.…”

Section: Theme 3: Incorporation Of Medicolegal Courses In Medical Sch...mentioning

confidence: 99%

Medical Law and Medical School Curricula: A Systematic Review

Arbel,

Reese,

et al. 2024

Cureus

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Health law plays a crucial role in the field of medicine, as it dictates appropriate practices, regulations, and rights and responsibilities for healthcare professionals and patients. Despite this undeniable relationship, there is a lack of focus on health law, and an outdated hidden curriculum in medical education has perpetuated long-standing negative perceptions of the legal system. PubMed was searched for articles related to medicolegal education that were published from January 1950 to December 2022. The following search terms were utilized: “(medical student) AND (law OR legal OR medico-legal) AND (education)”. Literature that directly or indirectly discussed the relationship between law and medicine as well as the role of medical student education within the medicolegal nexus were reviewed. Additional literature was identified from reference lists of systematic and literature reviews. The authors manually reviewed each included publication to determine key details, study populations, and conclusions. The PubMed search revealed 3,592 papers that were sorted for relevance. Forty-four articles published between 1971 and 2022 were reviewed and analyzed. Three main themes consistently emerged from the discussions in these articles. The first theme concerns the sentiment among medical students that they were ill-prepared to manage the legal aspects of healthcare. The second theme concerns the negative perception of health law by medical students. The third theme details the benefits of including medicolegal courses in medical school curricula. This study sheds light on the notion that medical students feel ill-prepared to handle the legal aspects of healthcare due to limited medicolegal education. Furthermore, negative perceptions of the legal field continue to exist amongst medical students due to a plethora of factors, including an outdated hidden curriculum. Incorporating medicolegal courses into medical school curricula can foster positive attitudes toward the field of law and lead to enhanced professional ethics, increased patient advocacy, and potentially improved patient outcomes.

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The Medical Humanities Program at the University of Manitoba, Winnipeg, Manitoba, Canada

Cited by 14 publications

References 0 publications

The importance of leisure reading to health sciences students: results of a survey

The importance of leisure reading to health sciences students: results of a survey

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

Medical Law and Medical School Curricula: A Systematic Review

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