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Cameron ME. Transdisciplinary Mentorship in Biomedical Education: Lessons From the Piano Bench. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2024; 99:e5. [PMID: 37934827 DOI: 10.1097/acm.0000000000005550] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/09/2023]
Affiliation(s)
- Miles E Cameron
- MD-PhD trainee, University of Florida College of Medicine, Gainesville, Florida; ; ORCID: https://orcid.org/0000-0003-0996-3754
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Volpe RL, Hausman BL, Dalke KB. A New Construct in Undergraduate Medical Education Health Humanities Outcomes: Humanistic Practice. THE JOURNAL OF MEDICAL HUMANITIES 2024:10.1007/s10912-024-09847-z. [PMID: 38753114 DOI: 10.1007/s10912-024-09847-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/19/2024] [Indexed: 05/24/2024]
Abstract
Proposed educational outcomes for the health humanities in medical education range from empathy to visual thinking skills to social accountability. This lack of widely agreed-upon high-level curricular goals limits humanities educators' ability to design purposeful curricula toward clear, common ends and threatens justifications for scarce curricular time. We propose a novel approach to the hoped-for outcomes of health humanities training in medical schools, which has the potential to encompass traditional health humanities knowledge, skills, and behaviors while also being concrete and measurable: humanistic practice. Humanistic practice, adapted from the concept of ethical sensitivity, is an intentional process of applying humanities knowledge and skills to a clinical scenario by 1) noticing that the scenario requires humanities knowledge or skills, 2) informing one's clinical and interpersonal strategy and behavior with humanities knowledge or skills, 3) reflecting on the effectiveness of the strategy and behavior, and 4) reorienting to develop new approaches for future practice. The construct of humanistic practice may help address some of the foundational problems in health humanities outcomes research since it transcends the traditional diverse content domains in the health humanities, can link patient and provider experiences, and may bridge the divide among the additive, curative, and intrinsic epistemic positions of humanities to medical education.
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Affiliation(s)
- Rebecca L Volpe
- Penn State College of Medicine, 500 University Drive, H134, Hershey, PA, 17011, USA.
| | - Bernice L Hausman
- Penn State College of Medicine, 500 University Drive, H134, Hershey, PA, 17011, USA
| | - Katharine B Dalke
- Perelman School of Medicine, University of Pennsylvania, 3400 Civic Center Boulevard, Building 421, Philadelphia, PA, 19104, USA
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Orchard AR, Sitoh J, Wyatt A, Moore M. Music in medical education: A critical interpretive synthesis. MEDICAL EDUCATION 2024; 58:507-522. [PMID: 38149320 DOI: 10.1111/medu.15255] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/25/2023] [Revised: 09/15/2023] [Accepted: 10/02/2023] [Indexed: 12/28/2023]
Abstract
INTRODUCTION While many have championed the value of music in medical education, research specific to how and why music has been offered in medical education is sparse and there have been few attempts to synthesise the literature. METHODS A Critical Interpretive Synthesis (CIS) of 56 texts including published articles, correspondence, abstracts and one thesis published between 1977 and 2022 was undertaken to explore the evidence basis for offering music in medical education. RESULTS A total of 52 music-focused programmes/activities were described, encompassing both curricular and extra-curricular, receptive and participatory music activities and a wide range of musical genres. Inductive analysis of data extracted from texts revealed a variety of rationales for the use of music in medical education, which could be grouped within seven interrelated themes: well-being; supportive learning environment; affective engagement; teaching and learning; developing skills for clinical practice; humanism in medicine; and creative expression (identity). DISCUSSION The results of this synthesis demonstrate that there remains a gap between what is claimed about the affordances of music and what has been explicitly addressed in medical education research. Despite a paucity of research in this area, the available data support that the affordances of music are 'multiple' and may not be well represented by linear models. Evidence that engagement with music is beneficial for medical students is strongest in relation to the affordances of music for well-being, facilitating a supportive learning environment, affective engagement, memorisation and creative expression (identity). That engagement with music might enhance humanism, including developing skills for clinical practice, requires further investigation. Accounting for student agency and the 'multiple' affordances of music will ensure that future teaching and research are best positioned to benefit medical students' well-being and personal and professional development.
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Affiliation(s)
- Alice Rae Orchard
- College of Medicine and Public Health, Flinders University, Adelaide, Australia
| | - Janell Sitoh
- College of Medicine and Public Health, Flinders University, Adelaide, Australia
| | - Amy Wyatt
- Flinders Health and Medical Research Institute, College of Medicine and Public Health, Flinders University, Adelaide, Australia
| | - Maxine Moore
- College of Medicine and Public Health, Flinders University, Adelaide, Australia
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Wangding S, Lingard L, Haidet P, Vipler B, Sukhera J, Moniz T. Disorienting or Transforming? Using the Arts and Humanities to Foster Social Advocacy. PERSPECTIVES ON MEDICAL EDUCATION 2024; 13:192-200. [PMID: 38496362 PMCID: PMC10941688 DOI: 10.5334/pme.1213] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/27/2023] [Accepted: 02/19/2024] [Indexed: 03/19/2024]
Abstract
Introduction The arts and humanities (AH) have transformative potential in medical education. Research suggests that AH-based pedagogies may facilitate both personal and professional transformation in medical learners, which may then further enhance the teaching and learning of social advocacy skills. However, the potential for such curricula to advance social advocacy training remains under-explored. Therefore, we sought to identify how AH may facilitate transformative learning of social advocacy in medical education. Methods Building upon previous research, we conducted a critical narrative review seeking examples from the literature on how AH may promote transformative learning of social advocacy in North American medical education. Through a search of seven databases and MedEdPORTAL, we identified 11 articles and conducted both descriptive and interpretative analyses of their relation to key tenets of transformative learning, including: disorientation/dissonance, critical reflection, and discourse/dialogue. Results We found that AH are used in varied ways to foster transformative learning in social advocacy. However, most approaches emphasize their use to elicit disorientation and dissonance; there is less evidence in the literature regarding how they may be of potential utility when applied to disorienting dilemma, critical reflection, and discourse/dialogue. Discussion The tremendous potential of AH to foster transformative learning in social advocacy is constrained due to minimal attention to critical reflection and dialogue. Future research must consider how novel approaches that draw from AH may be used for more robust engagement with transformative learning tenets in medical education.
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Affiliation(s)
- Snow Wangding
- Department of Medicine, Schulich School of Medicine and Dentistry, Western University, London, Ontario, Canada
| | - Lorelei Lingard
- Department of Medicine, Centre for Education Research and Innovation, Schulich School of Medicine and Dentistry, Western University, London, Ontario, Canada
| | - Paul Haidet
- Woodward Center for Excellence in Health Sciences Education, Penn State College of Medicine, Hershey, Pennsylvania, USA
| | - Benjamin Vipler
- Division of Hospital Medicine, University of Colorado Hospital, University of Colorado School of Medicine, Aurora, Colorado, USA
| | - Javeed Sukhera
- Departments of Psychiatry, Hartford Hospital and the Institute of Living, Hartford, Connecticut, USA
| | - Tracy Moniz
- Department of Communication Studies, Mount Saint Vincent University, Halifax, Nova Scotia, Canada
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MacGregor W, Horn M, Raphael D. Beyond Empathy to System Change: Four Poems on Health by Bertolt Brecht. THE JOURNAL OF MEDICAL HUMANITIES 2024; 45:53-77. [PMID: 37341851 DOI: 10.1007/s10912-023-09801-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/30/2023] [Indexed: 06/22/2023]
Abstract
Bertolt Brecht's poem "A Worker's Speech to a Doctor" is frequently cited as a means to raise awareness among health workers of the health effects of living and working conditions. Less cited is his Call to Arms trilogy of poems, which calls for class-based action to transform the capitalist economic system that sickens and kills so many. In this article, we show how "A Worker's Speech to a Doctor," with its plea for empathy for the ill, contrasts with the more activist and often militant tone of the Call to Arms trilogy: "Call to a Sick Communist," "The Sick Communist's Answer to the Comrades," and "Call to the Doctors and Nurses." We also show that, while "A Worker's Speech to a Doctor" has been applied in the training of health workers, its accusatorial tone towards health workers' complicity in the system the poem is critiquing risks alienating such workers. In contrast, the Call to Arms trilogy seeks common ground, inviting these same workers into the broader political and social fight against injustice. While we contend that the description of the sick worker as a "Communist" risks estranging these health workers, our analysis of the Call to Arms poems nevertheless indicates that their use can contribute to moving health workers' educational discourse beyond a laudable but fleeting elicitation of empathy for the ill towards a structural critique and deeper systemic understanding in order to prompt action by health workers to reform or even replace the capitalist economic system that sickens and kills so many.
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Affiliation(s)
- William MacGregor
- Graduate Program in Health Policy and Equity, York University, Toronto, ON, Canada
| | | | - Dennis Raphael
- School of Health Policy and Management, York University, 4700 Keele Street, Toronto, ON, M3J 1P3, Canada.
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Zheng D, Yenawine P, Chisolm MS. Fostering Wonder Through the Arts and Humanities: Using Visual Thinking Strategies in Medical Education. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2024; 99:256-260. [PMID: 37962172 DOI: 10.1097/acm.0000000000005519] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/15/2023]
Abstract
ABSTRACT Philosophers and scientists alike argue that wonder-that emotion or state of consciousness in which one's attention is fixed on phenomena beyond one's comprehension-is the central virtue and driving force of all education. As in general education, wonder is central to all aspects of academic medicine's tripartite mission; a sense of wonder fuels the delivery of humanized patient care, sparks scientific discoveries, and supports engagement in lifelong learning. Despite its importance throughout medicine, developing a capacity for wonder among physicians has not been a stated goal of medical education, and innovative methods to foster a capacity for wonder have not been explored. There is a growing interest in the arts and humanities in medical education, and evidence suggests that these can support the development of a diverse array of clinically relevant skills and attitudes (including close observation, critical thinking, empathy, and tolerance for ambiguity) in medical learners across the learning continuum. However, even the potential of these methods to support a capacity for wonder has not yet been fully explored. In this article, the authors explore how one of the most widely used and studied arts-based learning activities in medical education, Visual Thinking Strategies, can help develop a capacity for wonder among physicians. They illustrate how Visual Thinking Strategies support the central elements of wonder-based pedagogy (i.e., exploration, improvisation, imagination, personal interest, and the ethos of educators) previously developed in education theory.
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Ahmed K, Patel A, Lingard L. Exploring the experiences of Canadian medical students with a background in the arts and humanities. CANADIAN MEDICAL EDUCATION JOURNAL 2024; 15:6-14. [PMID: 38528890 PMCID: PMC10961114 DOI: 10.36834/cmej.77005] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 03/27/2024]
Abstract
Background Arts and Humanities (A/H) training is a powerful strategy to help medical students develop key competencies which align with the CanMEDS roles that Canadian physicians are expected to embody. Students with backgrounds in A/H may enter medical school with the skills and dispositions that A/H training provides. This paper explores the varied experiences of medical students with prior A/H backgrounds, with an emphasis on how they navigate relationships with their student cohorts and participate in undergraduate medical training environments. Methods Descriptive qualitative research methodology was used to conduct and analyze semi-structured interviews exploring the perspectives of Canadian medical students with either a A/H degree or training in A/H (n = 13). Domains such as identity, integration of interests, and challenges in maintaining A/H interests during medical training were explored. Results Participants described their A/H identity as intertwined with their identity as medical trainees and described their sense of interconnection between the disciplines. Challenges included imposter syndrome and difficulties in relating with peers from science backgrounds. Participants described returning to their A/H interests as a tool for wellness amidst medical training. Conclusions Medical students with a background in A/H training describe this background as offering both affordances and challenges for their sense of identity, belonging, and wellness. These students offer an untapped resource: they come with dispositions of value to medicine, and they perceive a positive, hidden A/H curriculum that supports their maintenance of these dispositions during training. Understanding more about these hidden treasures could help foster the development of well-rounded and humanistic physicians in the entire medical class.
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Affiliation(s)
- Khadija Ahmed
- Undergraduate Medical Education, Schulich School of Medicine & Dentistry, Western University, Ontario, Canada
| | - Arjun Patel
- Undergraduate Medical Education, Schulich School of Medicine & Dentistry, Western University, Ontario, Canada
| | - Lorelei Lingard
- Department of Medicine, CERI, Schulich School of Medicine & Dentistry, Western University, Ontario, Canada
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Rueb M, Rehfuess EA, Siebeck M, Pfadenhauer LM. Cinemeducation: A mixed methods study on learning through reflective thinking, perspective taking and emotional narratives. MEDICAL EDUCATION 2024; 58:63-92. [PMID: 37525520 DOI: 10.1111/medu.15166] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/30/2022] [Revised: 05/29/2023] [Accepted: 06/27/2023] [Indexed: 08/02/2023]
Abstract
INTRODUCTION Cinemeducation describes the use of film in medical education. The M23 Cinema (M23C) comprises a film screening and subsequent discussion with experts, affected persons and the audience. Previous research suggests that participating in cinemeducation may affect emotions and attitudes. This study aimed to establish a conceptual framework and explore when learning takes place, how learning occurs and what participants learn during the M23C. METHODS Informed by focused literature searches, discussions of the authors and the research results, a conceptual framework of the M23C was developed, comprising three dimensions (five distinct phases, learning methodology and potential impact). A mixed method study was undertaken, employing an exploratory sequential design. Initially, the qualitative component was conducted by interviewing everyone involved, comprising focus groups, expert interviews, a group interview and one narrative interview. All qualitative data were analysed using qualitative content analysis. The qualitative findings were used to inform the development of a survey among the participants of M23C evenings. The survey results were analysed descriptively. The findings generated by both data sets were integrated using the "following a thread" protocol and visualised by joint displays. RESULTS In total, 15 participants in M23C courses, six members of the current and two of the former organising committee, two experts, two affected persons and the initiator of the M23C were included in the qualitative component (n = 28). A total of 503 participants responded to the survey. The qualitative data confirmed the relevance of the five phases and participants described reflective thinking, perspective taking and emotional narratives as the three dimensions of how they learned during the M23C. Participants reported a change in attitudes, enriching their knowledge, experiencing empathy and learning about other health professions. DISCUSSION Our findings suggest that the M23C as a cinemeducation course provides a unique learning environment in the training of health professionals.
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Affiliation(s)
- Mike Rueb
- Institute of Medical Information Processing, Biometry and Epidemiology (IBE), Faculty of Medicine, LMU Munich, Munich, Germany
- Pettenkofer School of Public Health, Munich, Germany
- Institute of Medical Education, LMU University Hospital, LMU Munich, Munich, Germany
| | - Eva A Rehfuess
- Institute of Medical Information Processing, Biometry and Epidemiology (IBE), Faculty of Medicine, LMU Munich, Munich, Germany
- Pettenkofer School of Public Health, Munich, Germany
| | - Matthias Siebeck
- Institute of Medical Education, LMU University Hospital, LMU Munich, Munich, Germany
| | - Lisa M Pfadenhauer
- Institute of Medical Information Processing, Biometry and Epidemiology (IBE), Faculty of Medicine, LMU Munich, Munich, Germany
- Pettenkofer School of Public Health, Munich, Germany
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Park B, Cooke E. Artificial Intelligence-Generated Imagery: A New Approach to Art in Medicine. J Am Coll Radiol 2024; 21:31-33. [PMID: 37863154 DOI: 10.1016/j.jacr.2023.10.011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/21/2023] [Revised: 10/13/2023] [Accepted: 10/16/2023] [Indexed: 10/22/2023]
Affiliation(s)
- Benjamin Park
- Department of General Surgery, Vanderbilt University Medical Center, Nashville, Tennessee
| | - Erin Cooke
- Program Director, Diagnostic Radiology Residency and Director of Arts, Department of Radiology, Vanderbilt University Medical Center, Nashville, Tennessee; Chair, PFCC ACR Art Subcommittee, Nashville, Tennessee.
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Chan CA, Chou E, LaDisa AG, Mehta A, Zelenski A, Longtin K. Using nominal group technique to determine skills that applied improvisation can teach health profession education learners. PEC INNOVATION 2023; 3:100194. [PMID: 37576803 PMCID: PMC10415759 DOI: 10.1016/j.pecinn.2023.100194] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/23/2022] [Revised: 07/20/2023] [Accepted: 07/24/2023] [Indexed: 08/15/2023]
Abstract
Objective Applied improvisation (AI) is an approach used in health professions (HP) education to teach skills essential for clinical practice such as communication, teamwork, and empathy. Little is known about which skills can be developed using AI, or those which an AI should prioritize. Our research aims to identify skills essential to include in an AI curriculum for HP learners. Methods A modified nominal group technique (NGT) was conducted to identify and prioritize specific skills which can be taught using AI. This involved silent generation of ideas, round robin, discussions, 2-rounds of preliminary voting, and a final ranking survey to determine a prioritized list of skills to include in an AI curriculum for HP learners. Results Six content experts participated in the NGT meeting. Initially, 83 skills were identified, and through NGT, a final list of 11 skills essential to an AI curriculum were determined including: adaptability, affirmation of others, acceptance, active listening, being present, cooperation, collaboration with other, advancement, compassionate communication, sharpened non-verbal communication, resilience. Conclusion Essential skills for an AI curriculum relate to adaptability, attunement, collaboration, affirmation, and advancement. Innovation This study is a novel application of NGT as a strategy to organize an approach to curriculum innovations.
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Affiliation(s)
- Carolyn A. Chan
- Section of General Internal Medicine, Department of Internal Medicine, Yale School of Medicine, New Haven, USA
| | - Erica Chou
- Section of Pediatric Hospital Medicine, Department of Pediatrics, Medical College of Wisconsin, Milwaukee, USA
| | - Anne Graff LaDisa
- Department of Pharmacy Practice, Concordia University Wisconsin School of Pharmacy, Mequon, USA
| | - Ankit Mehta
- Department of Internal Medicine, University of Minnesota, Minneapolis, USA
| | - Amy Zelenski
- Division of General Internal Medicine, Department of Medicine, University of Wisconsin School of Medicine and Public Health, Madison, USA
| | - Krista Longtin
- Department of Communication Studies, IUPUI, USA
- Indiana University School of Medicine, Indianapolis, USA
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Tackett S, Eller L, Scharff S, Balhara KS, Stouffer KM, Suchanek M, Clever SL, Yenawine P, Wolffe S, Chisolm MS. Transformative experiences at art museums to support flourishing in medicine. MEDICAL EDUCATION ONLINE 2023; 28:2202914. [PMID: 37074677 PMCID: PMC10120547 DOI: 10.1080/10872981.2023.2202914] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/18/2022] [Revised: 02/13/2023] [Accepted: 04/11/2023] [Indexed: 05/03/2023]
Abstract
PURPOSE We implemented and evaluated a hybrid 4-week arts-based elective for clinical medical students to support flourishing. MATERIALS AND METHODS Five students participated in early 2022. Twelve sessions occurred in-person at art museums and other cultural centers, and five occurred online. Sessions incorporated varied arts-based learning activities, including Visual Thinking Strategies, a jazz seminar, and a mask-making workshop. We evaluated the course via weekly reflective essays, interviews 6 weeks after the course, and pre-post surveys that included four scales with clinical relevance: capacity for wonder (CfW), tolerance for ambiguity (TFA), interpersonal reactivity index, and openness to diversity. RESULTS Qualitatively, the course helped learners: 1) reconnect with individual characteristics and interests that had been neglected during medical education; 2) better appreciate others' perspectives; 3) develop identities as physicians; and 4) engage in quiet reflection, renewing their sense of purpose. Quantitatively, pre-post mean totals increased for the CfW (32.0 [SD 6.8] vs 44.0 [SD 5.7], p=.006) and TFA scales (16.4 [SD 5.2] vs 24.2 [SD 6.9], p=.033). CONCLUSIONS This elective facilitated learners' connecting with themselves, others, and their profession with improvement in clinically-relevant measures. This provides further evidence that arts-based education can foster professional identity formation and be transformative for students.
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Affiliation(s)
- Sean Tackett
- Division of General Internal Medicine, Johns Hopkins Bayview Medical Center and Biostatistics, Epidemiology, and Data Management Core, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Lauren Eller
- Johns Hopkins University Bloomberg School of Public Health, Baltimore, MD, USA
| | - Samuel Scharff
- Psychiatry & Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Kamna S. Balhara
- Emergency Medicine, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | | | - Melissa Suchanek
- Clinical Research Associate, Department of Oncology, Albert Einstein College of Medicine, Bronx, NY, USA
| | - Sarah L. Clever
- Department of Medicine and Assistant Dean for Student Affairs, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | | | - Suzy Wolffe
- manager of tour experience, Baltimore, MD, USA
| | - Margaret S. Chisolm
- Psychiatry and Behavioral Sciences, and Medicine, Johns Hopkins University School of Medicine, Baltimore, MD, USA
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Nijim S, Hamdi I, Cohen S, Katz JT, Ganske IM. Prevalence of visual art education in medical school curricula: a national survey of US medical schools. MEDICAL EDUCATION ONLINE 2023; 28:2277500. [PMID: 37919950 PMCID: PMC10627040 DOI: 10.1080/10872981.2023.2277500] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/12/2023] [Accepted: 10/26/2023] [Indexed: 11/04/2023]
Abstract
Background: The Association of American Medical Colleges (AAMC) has recommended integrating medically-relevant arts and humanities curricula into medical student education in order promote physician skills development. An analysis of the state of existing visual arts-based medical school pedagogies was conducted to inform future implementation strategies.Methodology: An electronic survey was distributed to representatives of US medical schools to describe the prevalence and characteristics of visual arts-based medical school curricula. Official courses, informal events, cross-registration opportunities, and established art museum partnerships were assessed.Results: Survey response rates were 65% for US allopathic medical schools and 56% for osteopathic medical schools. A majority (79%) of responding institutions incorporate or support medical student art experiences in some format. Thirty-one percent (n = 36) of schools offer stand-alone humanities courses using visual arts. These were primarily allopathic programs (n = 35; 37% of allopathic programs) and only one responding osteopathic program (n = 1; 5% of osteopathic programs). Schools without dedicated courses are less likely to report other curricular and extracurricular visual arts engagement. Most visual art medical courses are offered at medical schools located in the Northeastern United States.Conclusions: Many but not all medical schools are incorporating the visual arts into their medical education curriculum. Opportunities to promote increased uptake, more effective implementation, and collaboration strategies for the AAMC recommendations are proposed.
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Affiliation(s)
- Sally Nijim
- Department of Medicine, University of Pennsylvania Perelman School of Medicine, Philadelphia, PA, USA
| | - Isra Hamdi
- Department of Biology, Harvard University, Cambridge, MA, USA
| | - Stephanie Cohen
- Department of General Surgery, Beth Israel Deaconess Medical Center and Harvard Medical School, Boston, MA, USA
| | - Joel T. Katz
- Department of Medicine, Brigham and Women’s Hospital and Harvard Medical School, Boston, MA, USA
| | - Ingrid M. Ganske
- Department of Plastic and Oral Surgery, Boston Children’s Hospital and Harvard Medical School, Boston, USA
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Aluri J, Ker J, Marr B, Kagan H, Stouffer K, Yenawine P, Kelly-Hedrick M, Chisolm MS. The role of arts-based curricula in professional identity formation: results of a qualitative analysis of learner's written reflections. MEDICAL EDUCATION ONLINE 2023; 28:2145105. [PMID: 36373894 PMCID: PMC9668275 DOI: 10.1080/10872981.2022.2145105] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/21/2022] [Accepted: 11/03/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Professional identity formation is an important aspect of medical education that can be difficult to translate into formal curricula. The role of arts and humanities programs in fostering professional identity formation remains understudied. Analyzing learners' written reflections, we explore the relationship between an arts-based course and themes of professional identity formation. MATERIALS AND METHODS Two cohorts of learners participated in a 5-day online course featuring visual arts-based group activities. Both cohorts responded to a prompt with written reflections at the beginning and end of the course. Using a thematic analysis method, we qualitatively analyzed one set of reflections from each cohort. RESULTS Themes included the nature of the good life; fulfilling, purposeful work; entering the physician role; exploration of emotional experience; and personal growth. Reflections written at the end of the course engaged significantly with art - including literature, poetry, lyrics, and film. One student disclosed a mental illness in their reflection. CONCLUSIONS Our qualitative analysis of reflections written during a visual arts-based course found several themes related to professional identity formation. Such arts-based courses can also enrich learners' reflections and provide a space for learners to be vulnerable. PRACTICE POINTS (five short bullets conveying the main points) Arts-based courses can support learners' professional identity formationReflection themes related to professional identity formation included entering the physician role, fulfilling clinical work, and personal growthAt the end of the course, learners' reflections included significant engagement with artReflective writing in small, arts-based learning communities can provide space for learners to be vulnerableThe Role of Arts-Based Curricula in Professional Identity Formation: Results of A Qualitative Analysis of Learner's Written Reflections.
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Affiliation(s)
- James Aluri
- Department of Psychiatry and Behavioral Sciences University School of Medicine, University Mental Health, Baltimore, Maryland, USA
| | - Joyce Ker
- Department of Medicine, Science, Humanities at Johns Hopkins University in Baltimore, Baltimore, Maryland, USA
| | - Bonnie Marr
- Section of Palliative Medicine Division of General Internal Medicine Johns Hopkins University in Baltimore, Baltimore, Maryland, USA
| | - Heather Kagan
- Department of Medicine at Memorial Sloan Kettering Cancer Center with a Secondary Appointment as an Instructor at Weill Cornell College of Medicine Maryland, USA
| | | | - Philip Yenawine
- Visual Thinking Strategies and an Independent Writer and Educator, Baltimore, Maryland, USA
| | | | - Margaret S. Chisolm
- Department of Psychiatry and Behavioral Sciences, Department of Medicine, Johns Hopkins University in Baltimore, Baltimore, Maryland, USA
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Jung D, Chugh N, Stephens M, Blazek M, Flanagan MP, Chisolm MS. How to design and implement a Group Poem activity. Int Rev Psychiatry 2023; 35:668-671. [PMID: 38461384 DOI: 10.1080/09540261.2023.2271552] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/02/2023] [Accepted: 10/12/2023] [Indexed: 03/11/2024]
Abstract
Museum-based learning activities provide interactive and innovative ways to integrate the arts and humanities into medical education. Like other museum-based activities, the Group Poem supports the development of multiple clinically relevant skills and attributes, such as observation, communication, perspective-taking, empathy, and implicit bias awareness. In this paper, we present a step-by-step guide for educators seeking to design and implement a museum-based Group Poem activity for medical learners. The overall 'task' of the activity is for learners to collectively create a poem that they perform for others, a process that participants find to be engaging and meaningful to their formation as physicians. In this paper, we provide specific directions on pre-selecting the works of art, preparing the supplies, dividing into small groups, providing iterative instructions to learners, managing the timing of the session, and debriefing the activity. Although designed to be experienced in an art museum, we note that the Group Poem activity can also be conducted in the classroom or virtually using photographic or digital reproductions of artwork.
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Affiliation(s)
- Diane Jung
- Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Natasha Chugh
- University of Cambridge, Cambridge, England
- UNTHSC Texas College of Osteopathic Medicine, Fort Worth, TX, USA
| | - Mark Stephens
- Associate Dean for Medical Education, a Professor of Family and Community Medicine, and a Professor of Humanities at the Pennsylvania State University College of Medicine, University Park, PA, USA
| | - Mary Blazek
- Clinical Professor of Psychiatry at The University of Michigan School of Medicine, Ann Arbor, MI, USA
| | - Michael P Flanagan
- Assistant Dean for Student Affairs, a Professor of Family and Community Medicine, and of Humanities, at the Pennsylvania State University College of Medicine, University Park, PA, USA
| | - Margaret S Chisolm
- Professor of Psychiatry and Behavioral Sciences, and of Medicine, at the Johns Hopkins University School of Medicine, Baltimore, MD, USA
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Gaufberg E, Zimmermann C, Wong LM, Williams R, King B, King K, Paradise R. The Harvard Macy Institute Art Museum-based Health Professions Education Fellowship: Transformational faculty development through the arts. Int Rev Psychiatry 2023; 35:645-657. [PMID: 38461394 DOI: 10.1080/09540261.2023.2283596] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/28/2023] [Accepted: 11/10/2023] [Indexed: 03/11/2024]
Abstract
Museum-based education for health professionals can lead to a variety of important learning outcomes within the domain of skills development, personal insight, perspective-taking and social advocacy. The Harvard Macy Institute's Art Museum-based Health Professions Education Fellowship was designed to develop faculty expertise in art museum-based practices, encourage scholarship, and cultivate a cohesive and supportive community of educators. The Fellowship was piloted from January to May 2019 with twelve interprofessional Fellows. Two in-person experiential sessions were held at Boston-area museums with intervening virtual learning. Fellows were introduced to a variety of approaches used in art museum-based education and developed a project for implementation at their home institution. A qualitative formative evaluation assessed immediate and 6-month post-Fellowship outcomes. Outcomes are reported in four categories: (1) Fellows' personal and professional development; (2) Institutional projects and curriculum development; (3) Community of practice and scholarly advancement of the field; and (4) Development of Fellowship model. A follow-up survey was performed four years after the conclusion of the pilot year, documenting Fellows' significant accomplishments in museum-based education, reflections on the Fellowship and thoughts on the future of the field.
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Affiliation(s)
- Elizabeth Gaufberg
- Medicine and Psychiatry, Harvard Medical School and Director of the Center for Professional and Academic Development, The Cambridge Health Alliance, Cambridge, MA, USA
| | - Corinne Zimmermann
- Museum Educator and Consultant, Corinne Zimmermann Consultancy, Watertown, MA, US
| | - Lisa M Wong
- Department of Pediatrics, Harvard Medical School, Boston, MA, US
| | - Ray Williams
- Director of Education and Academic Affairs, The Blanton Museum of Art, Austin, TX, USA
| | - Brandy King
- Health Sciences Librarian, Knowledge Linking, Wilmington, MA, USA
| | - Kristin King
- Research and Evaluation Project Manager, Institute for Community Health, Malden, MA, USA
| | - Ranjani Paradise
- Department of Evaluation, Institute for Community Health, Malden, MA, USA
- School of Medicine, Tufts University, Boston, MA, USA
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16
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Yaden ME, Sawaya RT, Reddy J, Jong KA, White J, Moniz T, Chisolm MS. A systematic review of the arts and humanities in psychiatry education. Int Rev Psychiatry 2023; 35:540-550. [PMID: 38461397 DOI: 10.1080/09540261.2023.2278718] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/31/2023] [Accepted: 10/30/2023] [Indexed: 03/11/2024]
Abstract
This systematic review characterizes the published literature on arts and humanities curricula for psychiatry learners that include any form of program evaluation. Authors searched three databases (Medline ALL, Embase.com, and PsycINFO) to identify articles on arts and humanities in psychiatry education. Criteria for the review included articles reporting outcome measures for arts and humanities learning activities in psychiatry learners. For those articles meeting inclusion criteria, a descriptive analysis was performed as well as an assessment of the level of program evaluation using the Kirkpatrick framework. Of 1,287 articles identified, 35 met inclusion criteria. About half of the programs included medical students (n = 17, 49%). Film and television was the most frequent arts and humanities subject (n = 16, 46%). Most studies incorporated a non-randomized, non-controlled design (n = 30, 86%). Twenty-two (63%) achieved a Kirkpatrick Level 1 designation, 12 achieved Level 2 (34%), and one study achieved Level 3 (3%). Arts and humanities programs have a promising role in psychiatry education. At present, significant heterogeneity in the extant literature makes it difficult to draw general conclusions that could guide future program development. This review underscores the need for rigorous evaluative methods of arts and humanities programs for psychiatry learners.
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Affiliation(s)
- Mary E Yaden
- Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, Maryland, USA
| | - Rayah T Sawaya
- Department of Psychiatry, Boston University School of Medicine, Boston, Massachusetts, USA
| | - Jessica Reddy
- Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, Maryland, USA
| | - Katherine A Jong
- Department of Psychiatry and Behavioral Sciences, University of Washington School of Medicine, Seattle, Washington, USA
| | - Jacob White
- Welch Medical Library, Johns Hopkins University, Baltimore, Maryland, USA
| | - Tracy Moniz
- Department of Communication Studies, Mount Saint Vincent University, Halifax, Nova Scotia, Canada
| | - Margaret S Chisolm
- Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, Maryland, USA
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17
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Jung D, Kelly-Hedrick M, Brush E, White J, Moniz T, Chisolm MS. Evaluation of arts and humanities programs in surgery education: a systematic review. Int Rev Psychiatry 2023; 35:566-575. [PMID: 38461387 DOI: 10.1080/09540261.2023.2255281] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/02/2023] [Accepted: 08/31/2023] [Indexed: 03/11/2024]
Abstract
PURPOSE This systematic review seeks to understand what outcomes have been reported for arts and humanities programs in surgery education. METHODS Authors searched Medline ALL (Ovid), Embase.com, Web of Science, and Academic Search Ultimate to identify articles on evaluated arts and humanities programs in surgery education. The search identified 1,282 titles and abstracts, of which 55 underwent independent full-text review. The authors identified 10 articles that met inclusion criteria, from which they collected and analysed data. RESULTS Medical students were the identified learners in most studies (6/10; 60%). Reflective writing was the arts and humanities activity in half of the studies (5/10; 50%); activities based on film, visual art other than film, literature, or social media in the remaining studies (5/10; 50%). Most studies (8/10; 80%) featured a non-controlled, non-randomized design. Authors categorised 5 studies (50%) as Kirkpatrick Level 1, 4 (40%) as Level 2, and 1 (10%) as Level 3. CONCLUSION Integration of the arts and humanities into surgery education may promote increased levels of learner reflection and empathy, in addition to improved acquisition of surgical skills. More rigorous evaluation of these programs would clarify the impact of arts and humanities programs on surgery learners.
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Affiliation(s)
- Diane Jung
- Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | | | - Erin Brush
- Duke University School of Medicine, Durham, NC, USA
| | - Jacob White
- Welch Medical Library, Johns Hopkins University, Baltimore, MD, USA
| | - Tracy Moniz
- Department of Communication Studies, Mount Saint Vincent University, Halifax, Nova Scotia, Canada
| | - Margaret S Chisolm
- Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, MD, USA
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Manohar S, Moniz T, Haidet P, Chisolm MS, Balhara KS. Applying the Prism Model to design arts and humanities medical curricula. Int Rev Psychiatry 2023; 35:576-582. [PMID: 38461395 DOI: 10.1080/09540261.2023.2254384] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/27/2023] [Accepted: 08/29/2023] [Indexed: 03/11/2024]
Abstract
The arts and humanities (A&H) play a fundamental role in medical education by supporting medical learners' development of core competencies. Like all medical curricula, those integrating the A&H are more likely to achieve the desired outcomes when the learning domains, goals, objectives, activities, and evaluation strategies are well-aligned. Few faculty development programs focus on helping medical educators design A&H curricula in a scholarly manner. The Prism Model, an evidence-based tool, supports educators developing A&H medical curricula in a rigorous way for maximum impact. The model posits that the A&H can serve four pedagogical functions for medical learners: 1) skill mastery, 2) perspective taking, 3) personal insight, and 4) social advocacy. Although this model has been described in the literature, no practical guidance exists for medical educators seeking to apply it to the development of a specific curriculum. This paper provides a step-by-step demonstration of how to use the Prism Model to design an A&H curriculum. Beginning with the first step of selecting a learning domain through the final step of curriculum evaluation, this paper helps medical educators apply the Prism Model to develop A&H curricula with intentionality and rigour to achieve the desired learning outcomes.
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Affiliation(s)
| | - Tracy Moniz
- Department of Communication Studies, Mount Saint Vincent University, Halifax, Nova Scotia, Canada
| | - Paul Haidet
- Woodward Center for Excellence in Health Sciences Education, Penn State College of Medicine, Hershey, Pennsylvania, USA
| | | | - Kamna S Balhara
- Johns Hopkins University School of Medicine, Baltimore, Maryland, USA
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19
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Orr A, Hussain F, Tomescu O, DeLisser H, Grundy KM, Niepold S, Rizzo A, Shaw S, Balmer D. Extending Arts-Based Interventions in Graduate Medical Education through the Positive Humanities: the Re-FRAME Workshop. J Gen Intern Med 2023; 38:3252-3256. [PMID: 37407762 PMCID: PMC10651601 DOI: 10.1007/s11606-023-08292-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/04/2023] [Accepted: 06/15/2023] [Indexed: 07/07/2023]
Abstract
BACKGROUND Arts-and-humanities-based interventions are commonly implemented in medical education to promote well-being and mitigate the risk of burnout. However, mechanisms for achieving these effects remain uncertain within graduate medical education. The emerging field of the positive humanities offers a lens to examine whether and how arts-based interventions support well-being in internal medicine interns. AIM Through program evaluation of this visual art workshop, we used a positive humanities framework to elucidate potential mechanisms by which arts-based curricula support well-being in internal medicine interns. SETTING We launched the re-FRAME workshop at the Philadelphia Museum of Art in winter 2020. PARTICIPANTS Fifty-six PGY-1 trainees from one internal medicine residency program. PROGRAM DESCRIPTION The 3-h re-FRAME workshop consisted of an introductory session on emotional processing followed by two previously described arts-based interventions. PROGRAM EVALUATION Participants completed an immediate post-workshop survey (91% response rate) assessing attitudes towards the session. Analysis of open-ended survey data demonstrated 4 categories for supporting well-being among participants: becoming emotionally aware/expressive through art, pausing for reflection, practicing nonjudgmental observation, and normalizing experiences through socialization. DISCUSSION Our project substantiated proposed mechanisms from the positive humanities for supporting well-being-including reflectiveness, skill acquisition, socialization, and expressiveness-among medical interns.
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Affiliation(s)
- Andrew Orr
- Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA.
| | - Farah Hussain
- Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA
| | - Oana Tomescu
- Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA
| | - Horace DeLisser
- Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA
| | - Karen M Grundy
- Department of Medicine, University of Pennsylvania, Philadelphia, PA, USA
| | | | - Adam Rizzo
- Philadelphia Museum of Art, Philadelphia, PA, USA
| | - Sarah Shaw
- Philadelphia Museum of Art, Philadelphia, PA, USA
| | - Dorene Balmer
- Children's Hospital of Philadelphia, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA
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Gaufberg E, DiGiovanni Evans B, Rutberg P, Chisolm MS. What's art got to do with it?-Transfer of learning in museum-based health professions education. Int Rev Psychiatry 2023; 35:672-681. [PMID: 38461382 DOI: 10.1080/09540261.2023.2288299] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/24/2023] [Accepted: 11/22/2023] [Indexed: 03/11/2024]
Abstract
Museum-based education for health professionals is a rich and expanding field in which educators engage health professions learners in arts-based activities intentionally designed to support transfer of learning from a museum to a clinical context. Museum-based education for health professionals promotes several key learning outcomes including: mastery of core skills such as observation, interpretation, and communication; cultivating personal insight; fostering appreciation for multiple perspectives; opening avenues to explore social advocacy; and promoting wellness. Following a museum-based activity, translational facilitators guide learners through a debriefing process which supports the discovery of real-world connections to clinical teaching, learning, and care delivery. Translational debriefing involves practices such as attending to psychological safety, using reflective listening and open-ended questions, practicing cultural humility, maintaining neutrality, and modeling curiosity. These translational opportunities can also help participants who are themselves health professions educators gain insights into their own teaching practices and provide new tools to incorporate, including bedside teaching strategies and innovative ways to facilitate small group learning.
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Affiliation(s)
- Elizabeth Gaufberg
- Medicine and Psychiatry, Harvard Medical School/Cambridge Health Alliance, Cambridge, MA, USA
| | | | - Pooja Rutberg
- Pediatrics, Harvard Medical School/Cambridge Health Alliance, Cambridge, MA, USA
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21
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Chisolm MS, Bhugra D. The arts and humanities are fundamental to health professions education. Int Rev Psychiatry 2023; 35:537-539. [PMID: 38461398 DOI: 10.1080/09540261.2023.2321034] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 03/11/2024]
Affiliation(s)
- Margaret S Chisolm
- Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Dinesh Bhugra
- Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK
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22
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Gill GK, Ng SL, Kangasjarvi E, Crukley J, Kumagai A, Simpson JS. From skillful to empathic: evaluating shifts in medical students' perceptions of surgeons through a combined patient as teacher and arts-based reflection program. CANADIAN MEDICAL EDUCATION JOURNAL 2023; 14:14-21. [PMID: 38045079 PMCID: PMC10690007 DOI: 10.36834/cmej.76536] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 12/05/2023]
Abstract
Introduction The purpose of this study was to identify whether the incorporation of a combined Patient as teacher (PAT) and arts-based reflection (ABR) program during a surgical clerkship rotation could influence more humanistic perceptions of surgeons, using an innovative evaluation approach. Methods A novel, single question evaluation tool was created. Third year medical-students were asked to "list the top 5 attributes of a surgeon, in order of perceived importance" both before and after their surgical clerkship rotations and participation in the PAT/ABR program. Attributes identified by students were coded as either "humanistic" or "non-humanistic," which were then analyzed using generalized linear regression models under a Bayesian framework. Results After participation in the PAT/ABR program, the predicted probability of students ranking a humanistic characteristic as the most important attribute of a surgeon had increased by 17%, and the predicted probability of students ranking a humanistic characteristic amongst their top three attributes for a surgeon had increased by 21%. Conclusion This innovative evaluative method suggested the success of a combined PAT/ABR program in encouraging a humanistic perspective of surgery and this approach could potentially be explored to evaluate other humanistic education initiatives.
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Affiliation(s)
- Gurjot K Gill
- Department of Obstetrics and Gynaecology, Temerty Faculty of Medicine, University of Toronto, Ontario, Canada
| | - Stella L Ng
- Department of Speech-Language Pathology, University of Toronto, Ontario, Canada
| | - Emilia Kangasjarvi
- Centre for Faculty Development, University of Toronto at St. Michael’s Hospital, Unity Health Toronto, Ontario, Canada
| | - Jeff Crukley
- Department of Speech-Language Pathology, University of Toronto, Ontario, Canada
| | - Arno Kumagai
- Faculty of Medicine, University of Toronto, Ontario, Canada
- Women’s College Hospital, University of Toronto, Ontario, Canada
| | - Jory S Simpson
- Department of Surgery, University of Toronto Faculty of Medicine, Ontario, Canada
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23
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Kagan HJ, Yenawine P, Duke L, Stephens MB, Chisolm MS. Visual thinking Strategies and the peril of 'see one, do one, teach one'. Int Rev Psychiatry 2023; 35:663-667. [PMID: 38461393 DOI: 10.1080/09540261.2023.2276377] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/22/2023] [Accepted: 10/24/2023] [Indexed: 03/11/2024]
Abstract
Visual Thinking Strategies is an arts and humanities pedagogical intervention increasingly incorporated into medical education. As a straightforward method that appears easy to use, its nuances are often overlooked or-less frequently-improperly implemented entirely. Such haphazard use can lead to lessened impact for learners, and result in inconsistent and non-generalizable findings in studies in the nascent field of arts and humanities medical education. Critical and often glossed-over components of Visual Thinking Strategies include choosing the appropriate artwork, adhering to the specific 3-question language of the method, facilitating dialogue with effective paraphrasing, framing and linking of participant comments, intentionally utilizing non-verbal communication, and carefully setting up the environment. These components can be systematically taught by strengthening Visual Thinking Strategies training for faculty and adopting faculty development techniques from the K-12 education realm, namely peer and video feedback, where VTS has been used and fine-tuned for decades. It is an opportune time to begin rigorous faculty coaching for Visual Thinking Strategies facilitation and set the standard for art and humanities interventions in medical education.
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Affiliation(s)
- Heather J Kagan
- Department of Medicine, Memorial Sloan Kettering Cancer Center, New York, USA
- Weill Cornell College of Medicine, New York, USA
| | | | - Linda Duke
- Marianna Kistler Beach Museum of Art, Kansas State University, Manhattan, KS, USA
| | - Mark B Stephens
- Pennsylvania State College of Medicine, University Park, Pennsylvania
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Kelly-Hedrick M, Stouffer KM, Benskin E, Wolffe S, Wilson N, Chisolm MS. A Pilot Study of Art Museum-Based Small Group Learning for Pre-Health Students. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2023; 14:957-960. [PMID: 37693300 PMCID: PMC10492539 DOI: 10.2147/amep.s403723] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/01/2023] [Accepted: 08/20/2023] [Indexed: 09/12/2023]
Abstract
Introduction Health professions educators are increasingly recognizing the fundamental role the arts and humanities play in professional identity formation; however, few reports exist of programs designed specifically for pre-health professional students. Methods We designed and delivered four, 2.5-h sessions for pre-health professions students at a local museum in partnership with museum educators. Participants were invited to respond to a follow-up survey asking about their perceived insights from and importance of the session. We used descriptive statistics and thematic content analysis for quantitative and qualitative data, respectively. Results Ten of the participants responded to the survey (n=10/23, response rate=43%) and all supported the integration of such an experience in their pre-health curriculum. The qualitative analysis of responses to the open-ended item about any insights gained from participation in the program revealed three themes: cultivation of the health professional, personal growth, and awareness and appreciation of multiple perspectives. Discussion Participants who responded to our survey drew meaningful connections to the relevance of these sessions to their development as future professionals.
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Affiliation(s)
| | | | - Elizabeth Benskin
- Department of Education, The Baltimore Museum of Art, Baltimore, MD, USA
| | - Suzy Wolffe
- Department of Education, The Baltimore Museum of Art, Baltimore, MD, USA
| | - Norah Wilson
- Krieger School of Arts and Sciences, Johns Hopkins University, Baltimore, MD, USA
| | - Margaret S Chisolm
- Department of Psychiatry and Behavioral Services, and of Medicine, Johns Hopkins University School of Medicine, Baltimore, MD, USA
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Anil J, Cunningham P, Dine CJ, Swain A, DeLisser HM. The medical humanities at United States medical schools: a mixed method analysis of publicly assessable information on 31 schools. BMC MEDICAL EDUCATION 2023; 23:620. [PMID: 37658394 PMCID: PMC10472551 DOI: 10.1186/s12909-023-04564-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/07/2023] [Accepted: 08/01/2023] [Indexed: 09/03/2023]
Abstract
INTRODUCTION There have been increasing efforts to integrate the arts and humanities into medical education, particularly during undergraduate medical education (UME). Previous studies, however, have focused on courses and curricular programming without rigorous characterization of the associated paracurricular environment or infrastructure enabling or facilitating these offerings. METHODS To assess opportunities for students to engage the arts and humanities during their medical education as well as the institutional resources to support those opportunities, we developed the Humanities and Arts Programming Scale (HARPS): an 18-point scale involving eight sub-domains (Infrastructure, Curricular Opportunities, Extracurricular Engagement, Opportunities for Immersion, Faculty Engagement, Staff Support, Student Groups, and Scholarship). This scale was used to evaluate the top-31 ranked United States medical schools as determined by US News and World Report's (USWNR) Medical School Research Rankings using information derived from public-facing, online information. RESULTS Mean cumulative HARPS score was 11.26, with a median score of 12, a standard deviation of 4.32 and a score range of 3-17. Neither USWNR ranking nor private/public institution status were associated with the cumulative score (p = 0.121, p = 0.739). 52% of institutions surveyed had a humanities-focused center/division with more than 70% of the schools having significant (> 5) faculty engaged in the medical humanities. 65% of schools offered 10 or more paracurricular medical humanities events annually, while 68% of the institutions had more than 5 medical humanities student organizations. While elective, non-credit courses are available, only 3 schools required instruction in the arts and humanities, and comprehensive immersive experiences in the medical humanities were present in only 29% of the schools. CONCLUSIONS Although there is a significant presence of the medical humanities in UME, there is a need for integration of the arts and humanities into required UME curricula and into immersive pathways for engaging the medical humanities.
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Affiliation(s)
- Joshua Anil
- Academic Programs Office, Perelman School of Medicine, Jordan Medical Education Center, University of Pennsylvania, 6th Floor, Building 421 3400 Civic Center Blvd, Philadelphia, PA, 19104-5162, USA
| | - Phoebe Cunningham
- Academic Programs Office, Perelman School of Medicine, Jordan Medical Education Center, University of Pennsylvania, 6th Floor, Building 421 3400 Civic Center Blvd, Philadelphia, PA, 19104-5162, USA
| | - C Jessica Dine
- Academic Programs Office, Perelman School of Medicine, Jordan Medical Education Center, University of Pennsylvania, 6th Floor, Building 421 3400 Civic Center Blvd, Philadelphia, PA, 19104-5162, USA
| | - Amanda Swain
- Academic Programs Office, Perelman School of Medicine, Jordan Medical Education Center, University of Pennsylvania, 6th Floor, Building 421 3400 Civic Center Blvd, Philadelphia, PA, 19104-5162, USA
| | - Horace M DeLisser
- Academic Programs Office, Perelman School of Medicine, Jordan Medical Education Center, University of Pennsylvania, 6th Floor, Building 421 3400 Civic Center Blvd, Philadelphia, PA, 19104-5162, USA.
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Isaac M. Role of humanities in modern medical education. Curr Opin Psychiatry 2023; 36:347-351. [PMID: 37458498 DOI: 10.1097/yco.0000000000000884] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 08/04/2023]
Abstract
PURPOSE OF REVIEW The role and importance of integrating humanities into medical education has been recognized for a long time. However, to what extent humanities are included in the medical curricula and how and when they are taught during the medical training in medical schools across the world is unclear. The review was undertaken to study the current status and role of humanities in medical education. RECENT FINDINGS Humanities content in the medical curriculum and the teaching of humanities continue to remain unstandardized. What constitutes medical humanities is unclear as there are several understandings of medical humanities. The benefits and value - both short term and long term - of including humanities in training of doctors and other health professionals remain unresolved and continue to be debated. Although some surveys have shown that exposure to the humanities was significantly correlated with positive personal qualities, including empathy, tolerance for ambiguity, wisdom, emotional appraisal, self-efficacy, and spatial skills, and inversely correlated with some components of burnout, robust evidence from well conducted studies to support the benefits of integrating humanities into medical training is very limited. An overreaching conceptual or theoretical framework for the health humanities in health professionals' education continue to be elusive. SUMMARY The status, stature, profile, and role of humanities in medical education remain varied across medical schools and universities. There is a need for standardized curricula, uniform criteria and guidelines for teaching medical humanities, training modules / materials, methods of assessment and better integration of humanities in medical education.
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Affiliation(s)
- Mohan Isaac
- Clinical Professor of Psychiatry Division of Psychiatry, Faculty of Health and Medical Sciences, The University of Western Australia & Consultant Psychiatrist, Fremantle Hospital Level 7, T Block, Fremantle Hospital, Fremantle, Western Australia 6160, Australia
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Landry-Wegener BA, Kaniecki T, Gips J, Lebo R, Levine RB. Drama Training as a Tool to Teach Medical Trainees Communication Skills: A Scoping Review. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2023; 98:851-860. [PMID: 36538658 DOI: 10.1097/acm.0000000000005121] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
PURPOSE Recognizing the similarities between the skills an actor needs and those required of a physician in clinical communication, medical educators have begun to create drama-based interventions to teach communication skills. The purpose of this scoping review was to summarize existing educational interventions that use drama training to teach medical trainees communication skills. METHOD The authors searched PubMed, CINAHL Plus, Embase, ERIC, and Web of Science Core Collection multiple times beginning in March 2020 through March 2022. Articles were included if they (1) described components of an educational intervention, (2) used an active intervention based on drama training, (3) stated a curricular goal of improving learners' communication skills, and (4) included medical trainee learners. Data extracted included the details of the targeted learners and educational interventions, assessment tools, and outcomes. The quality of each study was assessed. RESULTS Thirty articles met the inclusion criteria. Twenty-five (83%) articles included acting and improvisation exercises, 9 (30%) used some or all of the conventions of forum theater, and 3 (10%) used dramatic performance. The interventions included undergraduate, graduate, and continuing medical education learners. Most were elective and involved a member of the theatrical community. Although low overall study quality (average MERSQI score was 8.5) limited the strength of the evidence, of the 8 articles that evaluated learners' knowledge, skills, and/or behaviors, the majority showed an initial improvement in communication skills post-intervention. CONCLUSIONS This review is the first, to the authors' knowledge, to focus on the curricular goal of improving communication skills and to include a broader scope (beyond medical improv) of drama trainings. While the included articles represent a diverse group of interventions, generally they reported an outcome of improved communication skills in their learners. More high-quality studies are needed to determine best practices and the generalizability of drama-based initiatives.
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Affiliation(s)
- Bernard A Landry-Wegener
- B.A. Landry-Wegener is assistant professor, Department of Medicine, Johns Hopkins University School of Medicine, Baltimore, Maryland
| | - Timothy Kaniecki
- T. Kaniecki is a rheumatology fellow, Johns Hopkins University School of Medicine, Baltimore, Maryland
| | - Julia Gips
- J. Gips is a resident physician, Osler Medical Residency, Johns Hopkins University School of Medicine, Baltimore, Maryland
| | - Rachael Lebo
- R. Lebo is clinical services librarian, Wegner Health Sciences Library, University of South Dakota, Sioux Falls, South Dakota
| | - Rachel B Levine
- R.B. Levine is professor and associate dean for faculty educational development, Department of Medicine, Johns Hopkins University School of Medicine, Baltimore, Maryland
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Gillibrand S, Hine P, Conyers R, Gravestock J, Walsh C, McAvoy A, Sanders C. "Take a walk in someone else's shoes": the role of participatory arts for health research development and training. RESEARCH INVOLVEMENT AND ENGAGEMENT 2023; 9:40. [PMID: 37291659 DOI: 10.1186/s40900-023-00441-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/25/2022] [Accepted: 04/26/2023] [Indexed: 06/10/2023]
Abstract
Participatory arts are increasingly recognised as a valuable and accessible mechanism for giving a voice to the experiences of individuals' health and healthcare. In recent years, there has been a move towards embedding participatory arts-based models into public engagement processes. Here, we contribute to the existing literature on the use of participatory arts-based approaches and their role in health research and healthcare practise, focusing on two interlinked approaches, the creation of personas and storytelling. We draw on two recent projects which have utilised these approaches to inform subsequent healthcare research and as a professional training tool to improve patient experience in a healthcare setting. We add to emerging literature to outline the benefits of these approaches in supporting research and training in healthcare settings, with a focus towards the co-produced foundations of these approaches. We demonstrate how such approaches can be utilised to capture different forms of voices, experiences and perspectives to help inform healthcare research and training, rooted in the lived experience of individuals who are directly involved in the creative process of developing personas via storytelling. These approaches challenge the listener to "walk in someone else's shoes", using their own homes and lives as a theatrical set in which to envisage someone else's story, involving the listener in the creative process through (re)imagining the stories and experiences of the characters. Greater use of immersive, co-produced participatory art-based approaches should be used in PPIE to inform research and training in healthcare settings as a means of centring those with lived experience through co-production. Involving those with lived experience, particularly from groups who are traditionally excluded from research, via a process which is based on co-creation and co-production, reorientates the researcher-participant dynamic to fully centre those involved in the research at the heart of the tools used to guide health and healthcare research. In this way, it may also aid in trust and relationship building between institutions and communities in a way which is focused around positive, creative methods to aid health research and healthcare processes. Such approaches may help to break down barriers between academic institutions, healthcare sites and communities.
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Affiliation(s)
| | | | - Rob Conyers
- Tameside and Glossop Integrated Care NHS Foundation Trust, Ashton-under-Lyne, UK
| | - Jason Gravestock
- Tameside and Glossop Integrated Care NHS Foundation Trust, Ashton-under-Lyne, UK
| | - Cole Walsh
- Independent (Public Contributor), Greater Manchester, UK
| | - Aneela McAvoy
- Applied Research Collaboration for Greater Manchester, Manchester, UK
| | - Caroline Sanders
- University of Manchester, Manchester, UK
- Applied Research Collaboration for Greater Manchester, Manchester, UK
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Nash W, Erondu M, Childress A. Expanding Narrative Medicine through the Collaborative Construction and Compelling Performance of Stories. THE JOURNAL OF MEDICAL HUMANITIES 2023; 44:207-225. [PMID: 36690776 PMCID: PMC9870772 DOI: 10.1007/s10912-022-09779-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 11/07/2022] [Indexed: 05/07/2023]
Abstract
This essay proposes an expansion of the concept of narrative competence, beyond close reading, to include two more skills: the collaborative construction and compelling performance of stories. To show how this enhanced form of narrative competence can be attained, the essay describes Off Script, a cocurricular medical storytelling program with three phases: 1) creative writing workshop, 2) dress rehearsal, and 3) public performance of stories. In these phases, Off Script combines literary studies, creative writing, reflective practice, collegial feedback, and drama. With increased narrative competence, Off Script participants are likely better equipped to engage in more impactful health advocacy and partner with patients more effectively.
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Affiliation(s)
- Woods Nash
- Department of Behavioral and Social Sciences, University of Houston Fertitta Family College of Medicine in Houston, Houston, TX, USA.
| | | | - Andrew Childress
- Center for Medical Ethics and Health Policy, Baylor College of Medicine, Houston, TX, USA
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Adams ZM, Mekbib K, Encandela J, Reisman A. Variation in medical humanities program mission statements in United States and Canadian Medical Schools. MEDICAL TEACHER 2023; 45:615-622. [PMID: 36448773 DOI: 10.1080/0142159x.2022.2151886] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/18/2023]
Abstract
PURPOSE In 2019, the American Association of Medical Colleges (AAMC) identified the discipline of medical humanities as a priority in medical education. Although medical humanities programs have existed in medical and osteopathic schools in the U.S. and Canada since the late 1960's, this interdisciplinary field remains difficult to define. We studied the mission statements of medical humanities programs to identify core themes and priorities. MATERIALS AND METHODS We conducted a content analysis of U.S. and Canada medical humanities MD and DO mission statements and associated descriptions (n = 56). We compared themes across programs whose directors had a clinical degree versus a terminal research degree, conducted comparisons between medical humanities programs housed in medical schools ranked in Top 20 U.S. News and World Report for Research or Primary Care, and conducted a word frequency analysis. RESULTS Content analysis revealed five themes: improving patient care, improving the provider experience, generating scholarship, cultivating community relationships, and promoting diversity/sociocultural awareness. 70% of programs emphasized patient care and provider experience. Only 34% included the promotion of diversity/sociocultural awareness as a theme. Word frequency analysis corroborated our findings. CONCLUSIONS U.S. and Canada medical humanities programs focus primarily on improving patient care and provider wellness.
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Affiliation(s)
- Zoe M Adams
- Department of Medicine, Massachusetts General Hospital, Boston, MA, USA
| | - Kedous Mekbib
- Medical Student, Yale School of Medicine, New Haven, CT, USA
| | - John Encandela
- Department of Psychiatry, Yale School of Medicine, New Haven, CT, USA
| | - Anna Reisman
- Department of Internal Medicine, Yale School of Medicine, New Haven, CT, USA
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Noorily AR, Willieme A, Belsky M, Grogan K. The art of seeing: The impact of a visual arts course on medical student wellbeing. MEDICAL TEACHER 2023:1-6. [PMID: 36862139 DOI: 10.1080/0142159x.2023.2184675] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
PURPOSE Medical student burnout is becoming increasingly common. The Art of Seeing is a visual arts elective at one US medical school. The purpose of this study was to determine the effect of this course on attributes that are foundational to wellbeing: mindfulness, self-awareness, and stress. METHODS A total of 40 students participated in this study from 2019 through 2021. Fifteen students participated in the pre-pandemic, in-person course, and 25 students participated in the post-pandemic, virtual course. Pre and post-tests included open-ended responses to works of art, which were coded for themes, and standardized scales: mindful attention awareness scale (MAAS), situational self-awareness scale (SSAS), and perceived stress questionnaire (PSQ). RESULTS The students had statistically significant improvements on the MAAS (p < .01), the SSAS (p < .01), and the PSQ (p = 0.046). Improvements in the MAAS and the SSAS did not depend on class format. Students also demonstrated increased focus on the present moment, emotional awareness, and creative expression in the post test free responses. CONCLUSIONS This course significantly improved mindfulness, self-awareness, and stress levels in medical students, and can be used to help enhance wellbeing and mitigate burnout in this population, both in-person and virtually.
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Affiliation(s)
- Ariella R Noorily
- Department of Radiology, NYU Grossman School of Medicine, New York, NY, USA
| | | | | | - Katie Grogan
- Center to Advance Palliative Care, Icahn School of Medicine, Mount Sinai Health System, New York, NY, USA
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Ryznar E, Kelly-Hedrick M, Yenawine P, Chisolm MS. Relevance of Visual Thinking Strategies for Psychiatry Training. ACADEMIC PSYCHIATRY : THE JOURNAL OF THE AMERICAN ASSOCIATION OF DIRECTORS OF PSYCHIATRIC RESIDENCY TRAINING AND THE ASSOCIATION FOR ACADEMIC PSYCHIATRY 2023; 47:78-81. [PMID: 35075589 PMCID: PMC8786370 DOI: 10.1007/s40596-022-01590-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/11/2021] [Accepted: 01/07/2022] [Indexed: 06/14/2023]
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Rajagopalan A, Chew QH, Sim K. Medical Humanities in Undergraduate Psychiatry Teaching: Learner Assessment and Mediators of Better Learning Outcomes. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2023; 10:23821205231214393. [PMID: 38025022 PMCID: PMC10644729 DOI: 10.1177/23821205231214393] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/03/2023] [Accepted: 10/30/2023] [Indexed: 12/01/2023]
Abstract
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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Affiliation(s)
| | - Qian Hui Chew
- Research Division, Institute of Mental Health, Singapore, Singapore
| | - Kang Sim
- West Region, Institute of Mental Health, Singapore, Singapore
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Coronado-Vázquez V, Antón-Rodríguez C, Gómez-Salgado J, Ramírez-Durán MDV, Álvarez-Montero S. Evaluation of learning outcomes of humanities curricula in medical students. A meta-review of narrative and systematic reviews. Front Med (Lausanne) 2023; 10:1145889. [PMID: 37138737 PMCID: PMC10150636 DOI: 10.3389/fmed.2023.1145889] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2023] [Accepted: 03/14/2023] [Indexed: 05/05/2023] Open
Abstract
Objectives To assess the expected learning outcomes of medical humanities subjects in medical studies curricula. To connect those expected learning outcomes with the types of knowledge to be acquired in medical education. Methods Meta-review of systematic and narrative reviews. Cochrane Library, MEDLINE (Pubmed), Embase, CINAHL, and ERIC were searched. In addition, references from all the included studies were revised, and the ISI Web of Science and DARE were searched. Results A total of 364 articles were identified, of which six were finally included in the review. Learning outcomes describe the acquisition of knowledge and skills to improve the relationship with patients, as well as the incorporation of tools to reduce burnout and promote professionalism. Programs that focus on teaching humanities promote diagnostic observation skills, the ability to cope with uncertainty in clinical practice, and the development of empathetic behaviors. Conclusion The results of this review show heterogeneity in the teaching of medical humanities, both in terms of content and at the formal level. Humanities learning outcomes are part of the necessary knowledge for good clinical practice. Consequently, the epistemological approach provides a valid argument for including the humanities in medical curricula.
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Affiliation(s)
- Valle Coronado-Vázquez
- B21-20R Group, Instituto Aragonés de Investigaciones Sanitarias, University of Zaragoza, Zaragoza, Spain
- Las Cortes Health Centre, Madrid Health Service, Madrid, Spain
- Faculty of Medicine, Universidad Francisco de Vitoria, Madrid, Spain
| | | | - Juan Gómez-Salgado
- Department of Sociology, Social Work and Public Health, Faculty of Labour Sciences, University of Huelva, Huelva, Spain
- Safety and Health Postgraduate Program, Universidad Espíritu Santo, Guayaquil, Ecuador
- *Correspondence: Juan Gómez-Salgado,
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Stokke J. Response to 'Visual art-based training in undergraduate medical education: A systematic review'. MEDICAL TEACHER 2023; 45:117-118. [PMID: 35416086 DOI: 10.1080/0142159x.2022.2050359] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Affiliation(s)
- Jamie Stokke
- Department of Pediatrics, Children's Hospital Los Angeles University of Southern California, Los Angeles, CA, USA
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Nguyen A, Duong D, O’Sullivan P. Overlapping worlds of art and plastic surgery: developing a concept model and its implications in surgical education. GLOBAL SURGICAL EDUCATION : JOURNAL OF THE ASSOCIATION FOR SURGICAL EDUCATION 2022; 2:9. [PMID: 38013859 PMCID: PMC9734446 DOI: 10.1007/s44186-022-00089-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/19/2022] [Revised: 11/23/2022] [Accepted: 11/27/2022] [Indexed: 12/14/2022]
Abstract
Purpose Editorials speculate on the relationship between art and plastic surgery, and studies of limited art education in surgical training show intriguing benefits. Identifying the shared concepts and skills in art and plastic surgery could advance incorporating artistic skills and concepts into plastic surgery training and curriculum. Methods Using a grounded theory approach, we interviewed plastic surgeons and formally trained or self-identified artists and then analyzed the transcripts. During the process, we used a constant comparison approach while coding along with data collection. The team developed the codebook from initial transcripts; 2 members coded each transcript. We reconciled codes and summarized codes into themes based on discussion among the team. Results 15 plastic surgeons aged 36-80 years and 16 artists aged 19-62 years were interviewed. We then developed a concept model, "Ways of Making," to illustrate the shared aspects of the artistic and surgical process through their ways of doing, knowing, seeing, and thinking. Both plastic surgeons and artists recognized that strong technical foundational skills are key to developing competency. Both groups spoke about the Elements of Art and Principles of Design, though artists know this formally. Artists and plastic surgeons shared that awareness to one's surroundings or to human features facilitates identifying problems or ideas. They described how technical skills, manual dexterity, and three-dimensional thinking can be taught and nurtured. Both groups also recognized that creativity played a major role in their work. While creativity was seen as innate, participants can learn to be innovative through critical thinking. Conclusion This study provides a model for how plastic surgery and art overlap using data from interviews. Though there are differences between the two fields, the ways of doing, knowing, seeing, and thinking are key components of the artistic and surgical processes. Identifying the shared concepts and skills in art and plastic surgery could help enhance curricula seeking to incorporate artistic skills and concepts into plastic surgery training.
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Affiliation(s)
- Audrey Nguyen
- Department of Surgery, Division of Plastic and Reconstructive Surgery, University of California San Francisco (UCSF), 505 Parnassus Ave, Suite M-593, San Francisco, CA 94143 USA
| | - Dawn Duong
- Department of Surgery, Division of Plastic and Reconstructive Surgery, University of California San Francisco (UCSF), 505 Parnassus Ave, Suite M-593, San Francisco, CA 94143 USA
| | - Patricia O’Sullivan
- School of Medicine, Departments of Medicine and Surgery, University of California San Francisco, San Francisco, USA
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Ike JD, Howell J. Quantitative metrics and psychometric scales in the visual art and medical education literature: a narrative review. MEDICAL EDUCATION ONLINE 2022; 27:2010299. [PMID: 34866545 PMCID: PMC8648010 DOI: 10.1080/10872981.2021.2010299] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/30/2021] [Revised: 10/27/2021] [Accepted: 11/20/2021] [Indexed: 06/13/2023]
Abstract
The authors conduct a narrative review of the quantitative observation metrics and psychometric scales utilized in the visual arts and medical education literature in order to provide medical educators with a 'toolkit' of quantitative metrics with which to design and evaluate novel visual arts-based pedagogies. These efforts are intended to support the AAMC and National Academy of Sciences, Engineering, and Medicine's aims to formally evaluate and integrate arts and humanities curricula into traditional scientific educational programming. The scales reviewed examine a variety of domains including tolerance for ambiguity, bias, burnout, communication, empathy, grit, and mindfulness/reflection. Observation skill, given the heterogeneity of quantitative metrics, is reviewed separately.
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Affiliation(s)
- John David Ike
- Clinical Scholar, National Clinician Scholars Program, Clinical Instructor, Division of Hospital Medicine, Hospitalist, Ann Arbor Va Healthcare System, University of Michigan, Ann Arbor
| | - Joel Howell
- Elizabeth Farrand Collegiate Professor of the History of Medicine, Professor, Departments of Medicine and History, University of Michigan, Ann Arbor
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Kagan HJ, Kelly-Hedrick M, Benskin E, Wolffe S, Suchanek M, Chisolm MS. Understanding the role of the art museum in teaching clinical-level medical students. MEDICAL EDUCATION ONLINE 2022; 27:2010513. [PMID: 34866552 PMCID: PMC8648011 DOI: 10.1080/10872981.2021.2010513] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/02/2021] [Revised: 10/26/2021] [Accepted: 11/22/2021] [Indexed: 05/19/2023]
Abstract
INTRODUCTION The role of the visual arts in medical education has been understudied, especially with regard to program evaluation and learner assessment of complex competencies such as professional identity, team building, and tolerance for ambiguity. We designed a study to explore how an integrative art museum-based program might benefit 3rd and 4th year medical students. METHODS We piloted 6 sessions with 18 participants. Evaluation methods included post-session surveys and semi-structured focus groups, which we qualitatively analyzed using an open-coding method. RESULTS Seven themes emerged from the analysis related to the overarching realms of 'form' and 'function.' 'Form' themes included structural elements of the sessions that enabled engagement: (1) group format, (2) methods (e.g., discussion prompts, activities), (3) setting (e.g., physical space of the museum, temporal space), and (4) objects (e.g., paintings, sculptures). 'Function' themes included the personal and professional value and meaning derived from the sessions: (1) appreciation of others, (2) critical skills, and (3) personal inquiry. DISCUSSION Our results expand what is known about the role of the visual arts in medical education by suggesting that the visual arts may facilitate clinically relevant learning across a range of competencies via specific formal aspects (group format, method, setting, objects) of art museum-based pedagogical methods.
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Affiliation(s)
- Heather J. Kagan
- Department of Medicine, Memorial Sloan Kettering Cancer Center, New York, NY, USA
| | | | - Elizabeth Benskin
- Department of Teaching and Learning, Baltimore Museum of Art, Baltimore, MD, USA
| | | | - Melissa Suchanek
- Department of Hematology, Albert Einstein College of Medicine, Bronx, NY, USA
| | - Margaret S. Chisolm
- Department of Psychiatry and Behavioral Sciences, and Department of Medicine, Johns Hopkins University School of Medicine, Baltimore, MD, USA
- CONTACT Margaret S. Chisolm Johns Hopkins University School of Medicine, 5300 Alpha Commons Drive, 446B, Baltimore, MD21224, USA
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Volpe RL, de Boer C, Wasserman E, Van Scoy LJ. Can an Arts Course Help Mitigate Medical Student Burnout? MEDICAL SCIENCE EDUCATOR 2022; 32:1023-1032. [PMID: 35966164 PMCID: PMC9361955 DOI: 10.1007/s40670-022-01604-y] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/15/2022] [Indexed: 06/15/2023]
Abstract
INTRODUCTION Burnout in healthcare providers begins early, with about half of medical students experiencing symptoms of burnout, and as many as one-quarter experiencing depression. While organizational, systemic-level changes certainly contribute to mitigation, organizationally sponsored individual-level changes may also play a significant role. Although the nature of the burnout epidemic and its impact on trainee wellness is fairly well understood, and interventions have been studied, there remains a gap in the empirical research examining the impact of the arts on medical student well-being. METHODS We designed a convergent mixed methods study to evaluate whether a 9-month course for fourth-year medical students called Art as Self Care (AASC) would help trainees develop habits that supported their well-being. An online survey was used to collect data at the beginning and end of each academic year on two consecutive cohorts of students. A focus group explored students' experience with and perceptions about the course. RESULTS Qualitative results indicated that the AASC course provided positive distraction that is calming and allowed students to shift focus from the stresses of daily medical school life. Our quantitative results suggest that art might provide a slight protective effect in medical students: whereas 22% of the non-AASC students saw a worsening of their psychological distress across the fourth year of medical school, this was observed in only 13% of the AASC students. DISCUSSION Our study presents pilot and feasibility data to better inform future research and practice around the use of art to support medical student well-being. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-022-01604-y.
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Affiliation(s)
- Rebecca L. Volpe
- Department of Humanities, H134, Penn State College of Medicine, 500 University Drive, Hershey, PA 17011 USA
| | - Claire de Boer
- Doctors Kienle Center for Humanistic Medicine and Center Stage Arts in Health, Penn State Health Hershey Medical Center and College of Medicine, Hershey, USA
| | - Emily Wasserman
- Public Health Sciences, Penn State College of Medicine, Hershey, USA
| | - Lauren Jodi Van Scoy
- Pulmonary and Critical Care Medicine, and Qualitative and Mixed Methods Core, Penn State College of Medicine, Hershey, USA
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Lingard L, Colquhoun H. The story behind the synthesis: writing an effective introduction to your scoping review. PERSPECTIVES ON MEDICAL EDUCATION 2022; 11:289-294. [PMID: 35960445 PMCID: PMC9582165 DOI: 10.1007/s40037-022-00719-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/27/2022] [Revised: 06/09/2022] [Accepted: 06/13/2022] [Indexed: 06/15/2023]
Affiliation(s)
- Lorelei Lingard
- Centre for Education Research & Innovation, and Department of Medicine, Schulich School of Medicine & Dentistry and Faculty of Education, Western University, London, Canada.
| | - Heather Colquhoun
- Department of Occupational Science & Occupational Therapy, University of Toronto, Toronto, Canada
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Liaw FY, Chang YW, Chang YD, Shih LW, Tsai PF. Using drawing and situated learning to teach transitional care to post-graduate residents. BMC MEDICAL EDUCATION 2022; 22:687. [PMID: 36131340 PMCID: PMC9494879 DOI: 10.1186/s12909-022-03738-4] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/07/2022] [Accepted: 09/06/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND The "draw-and-talk" technique has become popular in medical training, as it can help healthcare practitioners develop empathic understanding of patients and contribute to personal transformation. We adopted this method to make the teaching of transitional care planning more relevant to post-graduate residents undergoing their internal medicine training at a medical center in Taiwan. METHODS Before the conventional lecture on discharge planning, trainees were invited to draw their "home" and "life as older adults" and share their drawings with others. Subsequently, they were guided to consider whether their home would be livable if they either had a disability or were old. The drawings and narratives were analyzed thematically, and feedback on the session was collected. RESULTS Trainees were initially of the opinion that they did not have any role in discharge planning. However, the emphasis on the self-experience of drawing and the thematic use of "home" and "elderly life" led to reflective discussions about post-discharge care. The session provoked constructive self-reflection and meta-cognitive awareness and encouraged residents to actively participate in transition care plans. Response to the draw-and-talk session was overwhelmingly favorable. CONCLUSIONS Post-graduate residents in Taiwan conventionally do not have much interest or autonomy regarding their patients' lives outside the hospital. The use of drawing and reflection is a simple and inexpensive method to contextualize discharge planning in participants' real lives, engage them in actively visualizing the healthcare needs of older adults and patients with disability, and initiate thinking about the impact of discharge preparations, follow-up care, and barriers to care at home. Draw-and-talk might be helpful in improving residents' knowledge and empathy toward patients preparing for discharge, which is crucial for the quality of transitional care.
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Affiliation(s)
- Fang-Yih Liaw
- Department of Family and Community Medicine, Tri-Service General Hospital, National Defense Medical Center, Taipei, Taiwan
- Graduate Institute of Humanities in Medicine, College of Humanities and Social Sciences, Taipei Medical University, No. 250, Wu Shin Street, Taipei City, 110, Taiwan
| | - Yaw-Wen Chang
- Department of Family and Community Medicine, Tri-Service General Hospital, National Defense Medical Center, Taipei, Taiwan
| | - Yan-Di Chang
- Department of Family and Community Medicine, Tri-Service General Hospital, National Defense Medical Center, Taipei, Taiwan
| | - Li-Wen Shih
- Graduate Institute of Humanities in Medicine, College of Humanities and Social Sciences, Taipei Medical University, No. 250, Wu Shin Street, Taipei City, 110, Taiwan
| | - Po-Fang Tsai
- Graduate Institute of Humanities in Medicine, College of Humanities and Social Sciences, Taipei Medical University, No. 250, Wu Shin Street, Taipei City, 110, Taiwan.
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Kwok I, Keyssar JR, Spitzer L, Kojimoto G, Hauser J, Ritchie CS, Rabow M. Poetry as a Healing Modality in Medicine: Current State and Common Structures for Implementation and Research. J Pain Symptom Manage 2022; 64:e91-e100. [PMID: 35584740 DOI: 10.1016/j.jpainsymman.2022.04.170] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/17/2022] [Revised: 04/01/2022] [Accepted: 04/05/2022] [Indexed: 11/24/2022]
Abstract
In healthcare institutions across the country, the role of poetry continues to emerge within the liminal spaces between the medical humanities and clinical care. While the field of narrative medicine is well-developed generally, formal review of the state of poetry as a healing modality is limited. Poetry in the medical humanities literature has often been described by its indefinability as much as by its impact on healing. The power of poetry in healthcare is thought to be multi-faceted and deserves to be explored further. Poetry can be medicine for both patient and clinician. "Poetic Medicine" is a modality that has been utilized for the healing of grief, loss, wounds of the psyche and spirit, and as a process for expanding resiliency in healthcare-applications that are particularly relevant to the practice of hospice and palliative medicine-for patient and clinician alike. While numerous approaches share common themes, current programs bringing poetry into healthcare have been operating largely in isolation from each other-with a lack of national consensus on definitions or structures of interventions. Such isolation is a major restriction to the study and growth of Poetic Medicine. While it is not known with certitude, the number of Poetic Medicine programs in healthcare in the United States appears to be growing. In this paper, we propose an initial framework to define the role and impact of poetry in healthcare and then describe two different, well-established Poetic Medicine programs in the United States.
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Affiliation(s)
- Ian Kwok
- Division of Geriatrics and Palliative Medicine (I.K.), Weill Cornell Medical College, New York, New York, USA
| | - Judith Redwing Keyssar
- UCSF: University of California San Francisco (J.R.K., L.S.), San Francisco, California, USA; UCSF MERI CENTER : University of California San Francisco (G.K.), San Francisco, California, USA.
| | - Lee Spitzer
- UCSF: University of California San Francisco (J.R.K., L.S.), San Francisco, California, USA
| | - Gayle Kojimoto
- UCSF: University of California San Francisco (J.R.K., L.S.), San Francisco, California, USA; UCSF MERI CENTER : University of California San Francisco (G.K.), San Francisco, California, USA
| | - Joshua Hauser
- Northwestern University Feinberg School of Medicine (J.H.), Chicago, Illinois, USA; and
| | - Christine Seel Ritchie
- MGH Division of Palliative Care and Geriatric Medicine (C.S.R.), Harvard Medical School, Boston, Massachusetts, USA
| | - Michael Rabow
- UCSF: University of California San Francisco (J.R.K., L.S.), San Francisco, California, USA; UCSF MERI CENTER : University of California San Francisco (G.K.), San Francisco, California, USA
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Kelly-Hedrick M, Chugh N, Williams R, Smyth Zahra F, Stephens M, Chisolm MS. The Online "Personal Responses Tour": Adapting an Art Museum-Based Activity for a Virtual Setting. ACADEMIC PSYCHIATRY : THE JOURNAL OF THE AMERICAN ASSOCIATION OF DIRECTORS OF PSYCHIATRIC RESIDENCY TRAINING AND THE ASSOCIATION FOR ACADEMIC PSYCHIATRY 2022; 46:510-514. [PMID: 34296418 PMCID: PMC8298041 DOI: 10.1007/s40596-021-01505-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/08/2021] [Accepted: 06/23/2021] [Indexed: 05/19/2023]
Affiliation(s)
| | | | - Ray Williams
- The University of Texas at Austin, Austin, TX, USA
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Carr SE, Harris A, Scott K, Ani-Amponsah M, Hooker C, Phillips B, Noya F, Mavaddat N, Vuillermin DM, Reid S, Brett-MacLean P. InspirE5: a participatory, internationally informed framework for health humanities curricula in health professions education. BMC MEDICAL EDUCATION 2022; 22:490. [PMID: 35739520 PMCID: PMC9225807 DOI: 10.1186/s12909-022-03551-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/27/2022] [Accepted: 06/08/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Reporting on the effect of health humanities teaching in health professions education courses to facilitate sharing and mutual exchange internationally, and the generation of a more interconnected body of evidence surrounding health humanities curricula is needed. This study asked, what could an internationally informed curriculum and evaluation framework for the implementation of health humanities for health professions education look like? METHODS The participatory action research approach applied was based on three iterative phases 1. Perspective sharing and collaboration building. 2. Evidence gathering 3. Development of an internationally relevant curriculum and evaluation framework for health humanities. Over 2 years, a series of online meetings, virtual workshops and follow up communications resulted in the production of the curriculum framework. RESULTS Following the perspective sharing and evidence gathering, the InspirE5 model of curriculum design and evaluation framework for health humanities in health professions education was developed. Five principal foci shaped the design of the framework. ENVIRONMENT Learning and political environment surrounding the program. Expectations: Graduate capabilities that are clearly articulated for all, integrated into core curricula and relevant to graduate destinations and associated professional standards. EXPERIENCE Learning and teaching experience that supports learners' achievement of the stated graduate capabilities. EVIDENCE Assessment of learning (formative and/or summative) with feedback for learners around the development of capabilities. Enhancement: Program evaluation of the students and teachers learning experiences and achievement. In all, 11 Graduate Capabilities for Health Humanities were suggested along with a summary of common core content and guiding principles for assessment of health humanities learning. DISCUSSION Concern about objectifying, reductive biomedical approaches to health professions education has led to a growing expansion of health humanities teaching and learning around the world. The InspirE5 curriculum and evaluation framework provides a foundation for a standardised approach to describe or compare health humanities education in different contexts and across a range of health professions courses and may be adapted around the world to progress health humanities education.
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Affiliation(s)
- Sandra E Carr
- Health Professions Education, University of Western Australia, Perth, Australia.
| | - Anna Harris
- Faculty of Arts and Social Sciences, Maastricht University, Maastricht, Netherlands
| | - Karen Scott
- Medical School, University of Sydney, Sydney, Australia
| | | | - Claire Hooker
- Medical School, University of Sydney, Sydney, Australia
| | - Brid Phillips
- Health Professions Education, University of Western Australia, Perth, Australia
| | - Farah Noya
- Health Professions Education, University of Western Australia, Perth, Australia
- Medical School, University of Pattimura Indonesia, Nusaniwe, Indonesia
| | - Nahal Mavaddat
- Medical School, University of Western Australia, Perth, Australia
| | | | - Steve Reid
- University of Cape Town, Cape Town, South Africa
| | - Pamela Brett-MacLean
- Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada
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Waidyaratne GR, Kim S, Howell JD, Ike JD. Design, implementation, and reflections on a two-week virtual visual arts and medicine course for third- and fourth-year medical students. BMC MEDICAL EDUCATION 2022; 22:302. [PMID: 35449075 PMCID: PMC9022161 DOI: 10.1186/s12909-022-03374-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/21/2021] [Accepted: 04/13/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Medical humanities courses that incorporate the visual arts traditionally require in-person instruction and visits to museums. The COVID-19 pandemic afforded medical educators a unique opportunity to implement and evaluate virtual visual arts programming. METHODS A two-week, 7-module visual arts and medicine elective course for third and fourth-year medical students was conducted virtually in the Spring of 2021. The course included traditional didactic components as well as a range of hands-on creative art activities including painting, graphic medicine, photovoice, and Kintsugi (Japanese craft). Digital tools including Canvas, Google Jamboard, and Zoom facilitated student engagement. Student feedback was collected through anonymous post-course surveys. RESULTS We successfully conducted a virtual visual arts and medicine elective which integrated hands-on creative art activities. Most students "strongly agreed" that remote instruction was sufficient to meet course objectives. However, all students also "agreed" that in-person instruction may promote more in-depth engagement with the visual arts. The hands-on creative art activities were appreciated by all students. CONCLUSION Visual arts-based medical humanities courses can be delivered virtually and can include hands-on creative art activities such as painting. Future visual arts and medicine courses may benefit from incorporating a range of pedagogical methodologies, digital tools, control groups, and pre-/post-course assessments.
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Affiliation(s)
| | - Sangri Kim
- Neurology Residency Program, McGaw Medical Center at Northwestern University, Chicago, IL, USA
| | - Joel D Howell
- Department of Internal Medicine, University of Michigan Medical School, Ann Arbor, MI, USA
- Department of History, University of Michigan, Ann Arbor, MI, USA
- Institute for Healthcare Policy and Innovation, University of Michigan, Ann Arbor, MI, USA
| | - John David Ike
- Department of Internal Medicine, University of Michigan Medical School, Ann Arbor, MI, USA.
- Institute for Healthcare Policy and Innovation, University of Michigan, Ann Arbor, MI, USA.
- Medicine Service, VA Ann Arbor Healthcare System, Ann Arbor, MI, USA.
- National Clinician Scholars Program at the Institute for Healthcare Policy and Innovation, University of Michigan, Ann Arbor, MI, USA.
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Cerceo E, Zimmerman M, DeLisser HM. Diversity, Equity, and Inclusion: Moving from Performance to Transformation Through the Arts and Humanities. J Gen Intern Med 2022; 37:944-946. [PMID: 34993859 PMCID: PMC8904695 DOI: 10.1007/s11606-021-07225-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/12/2021] [Accepted: 10/19/2021] [Indexed: 11/26/2022]
Abstract
Effective engagement on issues of diversity, equity, and inclusion (DEI) requires activities that promote deep introspection and group conversations that serve to complement and build upon formal DEI presentations. The arts and humanities by their nature allow for intentional and sustained reflection and have the potential to be transformative of thinking. We therefore propose that the next phase of institutional pro-equity/anti-racism efforts includes arts- and humanities-based initiatives to facilitate reflection and that serve to complement and build upon formal DEI didactic presentations, implicit bias workshops, and anti-racism training.
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Affiliation(s)
- Elizabeth Cerceo
- Department of Hospital Medicine, Cooper Medical School of Rowan University, Cooper University Healthcare, Camden, NJ, USA.
| | | | - Horace M DeLisser
- Department of Medicine, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA
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Carr SE, Noya F, Phillips B, Harris A, Scott K, Hooker C, Mavaddat N, Ani-Amponsah M, Vuillermin DM, Reid S, Brett-MacLean P. Health Humanities curriculum and evaluation in health professions education: a scoping review. BMC MEDICAL EDUCATION 2021; 21:568. [PMID: 34753482 PMCID: PMC8579562 DOI: 10.1186/s12909-021-03002-1] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/01/2021] [Accepted: 10/27/2021] [Indexed: 05/21/2023]
Abstract
BACKGROUND The articulation of learning goals, processes and outcomes related to health humanities teaching currently lacks comparability of curricula and outcomes, and requires synthesis to provide a basis for developing a curriculum and evaluation framework for health humanities teaching and learning. This scoping review sought to answer how and why the health humanities are used in health professions education. It also sought to explore how health humanities curricula are evaluated and whether the programme evaluation aligns with the desired learning outcomes. METHODS A focused scoping review of qualitative and mixed-methods studies that included the influence of integrated health humanities curricula in pre-registration health professions education with programme evaluate of outcomes was completed. Studies of students not enrolled in a pre-registration course, with only ad-hoc health humanities learning experiences that were not assessed or evaluated were excluded. Four databases were searched (CINAHL), (ERIC), PubMed, and Medline. RESULTS The search over a 5 year period, identified 8621 publications. Title and abstract screening, followed by full-text screening, resulted in 24 articles selected for inclusion. Learning outcomes, learning activities and evaluation data were extracted from each included publication. DISCUSSION Reported health humanities curricula focused on developing students' capacity for perspective, reflexivity, self- reflection and person-centred approaches to communication. However, the learning outcomes were not consistently described, identifying a limited capacity to compare health humanities curricula across programmes. A set of clearly stated generic capabilities or outcomes from learning in health humanities would be a helpful next step for benchmarking, clarification and comparison of evaluation strategy.
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Affiliation(s)
- Sandra E Carr
- Health Professions Education, University of Western Australia, Perth, Australia.
| | - Farah Noya
- Health Professions Education, University of Western Australia, Perth, Australia
| | - Brid Phillips
- Health Professions Education, University of Western Australia, Perth, Australia
| | - Anna Harris
- Faculty of Arts and Social Sciences, Maastricht University, Maastricht, Netherlands
| | - Karen Scott
- Medical School, University of Sydney, Sydney, Australia
| | - Claire Hooker
- Medical School, University of Sydney, Sydney, Australia
| | - Nahal Mavaddat
- Medical School, University of Western Australia, Perth, Australia
| | | | | | - Steve Reid
- University of Cape Town, Cape Town, South Africa
| | - Pamela Brett-MacLean
- Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada
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Landry-Wegener B. Mask Work-Translating Lessons Learned in Drama School to Conversations on the Medical Wards. J Gen Intern Med 2021; 36:3215-3216. [PMID: 34258727 PMCID: PMC8277093 DOI: 10.1007/s11606-021-06991-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/24/2021] [Accepted: 06/16/2021] [Indexed: 11/18/2022]
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Stouffer K, Kagan HJ, Kelly-Hedrick M, See J, Benskin E, Wolffe S, Yenawine P, Chisolm MS. The Role of Online Arts and Humanities in Medical Student Education: Mixed Methods Study of Feasibility and Perceived Impact of a 1-Week Online Course. JMIR MEDICAL EDUCATION 2021; 7:e27923. [PMID: 34550086 PMCID: PMC8495565 DOI: 10.2196/27923] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/14/2021] [Revised: 04/05/2021] [Accepted: 08/01/2021] [Indexed: 05/19/2023]
Abstract
BACKGROUND The arts and humanities have been integrated into medical student education worldwide. Integrated arts and humanities courses have been found to serve four primary functions: mastering skills, perspective taking, personal insight, and social advocacy. To what extent and how arts and humanities programs achieve these educational outcomes remain unclear. OBJECTIVE In this study, we aimed to explore how the arts and humanities may lead to perceived benefits in clinical skills development, professional identity formation, and self-care, and to evaluate the feasibility of delivering an arts and humanities-based course online. METHODS We developed and delivered a 1-week online arts and humanities course to second- through fourth-year medical students. A total of 18 students enrolled in the course across its 2 offerings in Spring 2020. The course was primarily visual arts based but also included activities based in other arts and humanities, such as literature, reflective writing, dance, film, music, philosophy, and religion. Using a mixed methods approach, daily polls assessed student engagement in and perceptions of the various activities, and a postcourse survey assessed student perceptions of the course as a whole. RESULTS At least 93% of poll respondents (14/15 to 17/18) across the 2 cohorts rated each type of activity as good or excellent. Qualitative analysis of student responses to the postcourse survey revealed themes concerning both the form (overall course design and online format) and the function of the course (skills development, appreciation of new perspectives, and personal inquiry). CONCLUSIONS Results suggested that the arts and humanities may support the development of clinically relevant skills and attitudes. A more unique finding was that integrative arts and humanities courses delivered online-including those that are primarily visual arts based-engage students and may yield personal and professional benefits.
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Affiliation(s)
- Kaitlin Stouffer
- Johns Hopkins University School of Medicine, Baltimore, MD, United States
| | - Heather J Kagan
- Department of Internal Medicine, Johns Hopkins Hospital, Baltimore, MD, United States
| | | | - Julia See
- University of Miami School of Medicine, Miami, FL, United States
| | | | - Suzy Wolffe
- The Baltimore Museum of Art, Baltimore, MD, United States
| | | | - Margaret S Chisolm
- Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, MD, United States
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Roberts LW. The Importance of Integrating the Arts and Humanities Into Medical Education. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2021; 96:1075. [PMID: 36047859 DOI: 10.1097/acm.0000000000004170] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
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