Madness at the movies: prioritised movies for self-directed learning by medical students

How Are the Arts and Humanities Used in Medical Education? Results of a Scoping Review

PURPOSE

Although focused reviews have characterized subsets of the literature on the arts and humanities in medical education, a large-scale overview of the field is needed to inform efforts to strengthen these approaches in medicine.

METHOD

The authors conducted a scoping review in 2019 to identify how the arts and humanities are used to educate physicians and interprofessional learners across the medical education continuum in Canada and the United States. A search strategy involving 7 databases identified 21,985 citations. Five reviewers independently screened the titles and abstracts. Full-text screening followed (n = 4,649). Of these, 769 records met the inclusion criteria. The authors performed descriptive and statistical analyses and conducted semistructured interviews with 15 stakeholders.

RESULTS

The literature is dominated by conceptual works (n = 294) that critically engaged with arts and humanities approaches or generally called for their use in medical education, followed by program descriptions (n = 255). The literary arts (n = 197) were most common. Less than a third of records explicitly engaged theory as a strong component (n = 230). Of descriptive and empirical records (n = 424), more than half concerned undergraduate medical education (n = 245). There were gaps in the literature on interprofessional education, program evaluation, and learner assessment. Programming was most often taught by medical faculty who published their initiatives (n = 236). Absent were voices of contributing artists, docents, and other arts and humanities practitioners from outside medicine. Stakeholders confirmed that these findings resonated with their experiences.

CONCLUSIONS

This literature is characterized by brief, episodic installments, privileging a biomedical orientation and largely lacking a theoretical frame to weave the installments into a larger story that accumulates over time and across subfields. These findings should inform efforts to promote, integrate, and study uses of the arts and humanities in medical education.

Association of Community Health Nursing Educators 2020 Research Priorities and Research in Action Model

OBJECTIVE

The Association of Community/Public Health Nurse Educators (ACHNE) Research Priorities Subcommittee presents a report on the state of the science of public health nursing education.

DESIGN

Whittemore and Knafl's (Journal of Advanced Nursing, 2005, 52, 546) five-step integrative review was used.

SAMPLE

Fifty-two articles were reviewed.

MEASUREMENTS

Braun et al's. (Handbook of research methods in health social sciences, 2019, 843) thematic analysis methods were used.

RESULTS

Four themes emerged: (a) Community/Public Health Nursing Education and teaching strategies/modalities; (b) Clinical teaching and learning partnerships; (c) Environmental health and emergency response; and, (d) Cultural competence and awareness.

CONCLUSIONS

Themes informed the following research priorities: (a) a need for rigorous scientific studies highlighting the impact and effectiveness of Community/Public Health Nursing Education; (b) a need for evidence on faculty development, support and training related to community/public health activities; (c) a need for evidence on impact of Community/Public Health Nursing teaching on communities and students, and (d) a need for evidence on impact of C/PHNE strategies on long-term student knowledge, attitudes or behavior (competencies). Finally, a Research in Action Model is proposed as a means for continued forward movement of the discipline, connecting the three fundamental driving mechanisms.

Madness in the movies: An evaluation of the use of cinema to explore mental health issues in nurse education

The research literature on the use of cinema in nurse education is relatively small. This study evaluates student nurses' learning experiences of a new undergraduate elective module called Madness in the Movies. Ethical approval was granted to conduct the study. Data were collected through an online survey and a social media discussion forum. The anonymous online survey responses were collated via Survey Monkey. Content analysis was conducted on the data from the Facebook discussion threads to understand, interpret and conceptualise the meanings from the data. All study participants agreed that their understanding of mental health issues was enriched, their attitudes and beliefs enhanced and their confidence to talk about mental health concerns increased significantly. This module provides a fruitful approach to encourage critical reflection on mental health issues in a safe environment that closely mirrors authentic practice experiences. The module facilitates the development of students' knowledge, values and attitudes in relation to person-centred mental healthcare.