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Agarwal G, Colbert BM, Jacobs S, Deshpande AR, Chandran L, Issenberg SB. Beyond the M.D.: Transdisciplinary approaches of high-volume dual degree M.D./Masters programs at U.S. allopathic medical schools. BMC MEDICAL EDUCATION 2024; 24:766. [PMID: 39014386 PMCID: PMC11253467 DOI: 10.1186/s12909-024-05709-3] [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: 10/08/2023] [Accepted: 06/25/2024] [Indexed: 07/18/2024]
Abstract
PURPOSE Transdisciplinarity has been described as a fusion of theories, methods, and expertise across disciplinary boundaries to address complex, global problems. This approach has coincided with an increase in US medical schools offering masters degrees along with an MD degree to equip medical students to practice in complex, interconnected health systems. This study focused on medical schools that graduate the most dual degree students per year and explored the alignment of such programs with a transdisciplinary approach. METHODS We identified 19 allopathic medical schools that annually graduated an average of 10 or more dual-degree students from 2015-2020. We surveyed these schools and asked participants to describe the reason(s) their institutions offered dual-degree programs. Two authors coded the narrative responses from the survey. RESULTS Responses were received from 17 of the 19 schools. The analysis of participants' responses regarding their institutions' purpose for offering dual programs revealed several themes associated with a transdisciplinary approach to training. The most common themes were expand skill sets beyond a medical degree (73%), provide opportunity for interdisciplinary collaboration (67%), expand career interest and goals (60%), develop leaders (53%), enhance residency applications (47%) and further the institution's vision and mission (45%). CONCLUSIONS This study is the first comprehensive evaluation of MD/Masters programs in the United States that includes a summary of the medical schools with the largest dual degree programs and their reasons for offering them. The findings support the hypothesis that allopathic medical schools recognize the need for a transdisciplinary approach to prepare students for the complexities in healthcare. These programs provide students with opportunities for additional areas of expertise, leadership development, enhancement of competitiveness for residency application, and interdisciplinary collaboration. Medical schools without dual-degree programs may consider developing these programs to provide benefits to students and institutions.
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Affiliation(s)
- Gauri Agarwal
- Leonard M. Miller School of Medicine, University of Miami, Miami, FL, 33136, United States of America.
| | - Brett M Colbert
- Leonard M. Miller School of Medicine, University of Miami, Miami, FL, 33136, United States of America
| | - Sarah Jacobs
- Leonard M. Miller School of Medicine, University of Miami, Miami, FL, 33136, United States of America
| | - Amar R Deshpande
- Leonard M. Miller School of Medicine, University of Miami, Miami, FL, 33136, United States of America
| | - Latha Chandran
- Leonard M. Miller School of Medicine, University of Miami, Miami, FL, 33136, United States of America
| | - S Barry Issenberg
- Leonard M. Miller School of Medicine, University of Miami, Miami, FL, 33136, United States of America
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Balhara KS, Regan L, Chopra E, Irvin N. Bringing abstract concepts to life: A health humanities-based approach to teaching social determinants of health. AEM EDUCATION AND TRAINING 2024; 8:e10934. [PMID: 38510731 PMCID: PMC10950014 DOI: 10.1002/aet2.10934] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/02/2023] [Revised: 10/30/2023] [Accepted: 11/09/2023] [Indexed: 03/22/2024]
Abstract
Background To address health inequities, emergency physicians must understand the structural underpinnings of health disparities, including social determinants of health (SDoH), and must critically reflect on the integration of SDoH into clinical practice. SDoH education should include reflective knowledge acquisition, while incorporating systemic sociohistorical forces and individual factors, such as bias, which propagate inequities but are rarely emphasized in graduate medical education (GME). The health humanities (HH), an inclusive transdisciplinary field combining arts, humanities, and social justice, may represent a novel unexplored approach toward incorporating SDoH in GME. Methods We sought to implement and evaluate a GME HH-based curriculum focused on SDoH. An interprofessional team applied Kern's framework to create a longitudinal HH curriculum integrating narrative medicine and visual thinking strategies with evidence-based practices for addressing SDoH in clinical practice. This curriculum was implemented for 52 residents in an EM program in 2019-2020; sessions were initially held in the classroom and community and then virtually during the COVID-19 pandemic. Objectives included encouraging (1) critical thinking about SDoH, (2) engagement with patients and communities, (3) self-reflection, and (4) translation of SDoH to patient care. Descriptive statistics and a constructivist paradigm were applied to results of a postcurriculum survey and focus group, respectively. Results A curriculum evaluation survey completed by 32/52 residents (61.5%) revealed agreement (75%-90%) that objectives were met. 93.1% of respondents thought humanities were important in residency training. Qualitative analysis of a focus group with 10 participants revealed additional impacts on individual growth, transformation of departmental culture, and transformation of patient care. Curriculum implementation was inexpensive and relied on interprofessional collaboration. Conclusions The HH represent a promising collaborative framework for integrating SDoH in GME and may inspire transformation of learners' attitudes and practices in EM, though clinical impacts still need to be established.
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Affiliation(s)
- Kamna S. Balhara
- Department of Emergency MedicineJohns Hopkins University School of MedicineBaltimoreMarylandUSA
| | - Linda Regan
- Department of Emergency MedicineJohns Hopkins University School of MedicineBaltimoreMarylandUSA
| | - Eisha Chopra
- Department of Emergency MedicineJohns Hopkins University School of MedicineBaltimoreMarylandUSA
- Present address:
Department of Emergency MedicineThomas Jefferson UniversityPhiladelphiaPennsylvaniaUSA
| | - Nathan Irvin
- Department of Emergency MedicineJohns Hopkins University School of MedicineBaltimoreMarylandUSA
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Berry SL, Klugman CM, Adams CA, Williams AL, Camodeca GM, Leavelle TN, Lamb EG. Health Humanities: A Baseline Survey of Baccalaureate and Graduate Programs in North America. THE JOURNAL OF MEDICAL HUMANITIES 2023; 44:463-480. [PMID: 37000293 DOI: 10.1007/s10912-023-09790-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/14/2023] [Indexed: 06/19/2023]
Abstract
The authors conducted a baseline survey of baccalaureate and graduate degree health humanities programs in the United States and Canada. The object of the survey was to formally assess the current state of the field, to gauge what kind of resources individual programs are receiving, and to assess their self-identified needs to become or remain programmatically sustainable, including their views on the potential benefits of program accreditation. A 56-question baseline survey was sent to 111 institutions with baccalaureate programs and 20 institutions with graduate programs. Respondents were asked about three areas: (1) program administration (managing unit, paid director, faculty lines, paid staff, funding sources); (2) educational program (curricular structure, CIP code usage, completion rates); and (3) views on accreditation for the field. A clear majority of respondents agreed that some form of accreditation or consultation service could address resource and sustainability issues. Overall, the survey responses to staffing, curricular structure, and support suggest the need for developing a sustainable infrastructure for health humanities.
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Affiliation(s)
- Sarah L Berry
- English Department, Public Health Pathway, Connecticut College, New London, CT, USA.
| | - Craig M Klugman
- Department of Health Sciences, DePaul University, Chicago, IL, USA
| | - Charise Alexander Adams
- Kingfisher Institute for the Liberal Arts and Professions, Creighton University, Omaha, NE, USA
| | - Anna-Leila Williams
- Frank H. Netter MD School of Medicine, Quinnipiac University, Hamden, CT, USA
| | - Gina M Camodeca
- Liberal Arts Department, D'Youville University, Buffalo, NY, USA
| | - Tracy N Leavelle
- Kingfisher Institute for the Liberal Arts and Professions, Creighton University, Omaha, NE, USA
| | - Erin G Lamb
- Department of Bioethics, Case Western Reserve University School of Medicine, Cleveland, OH, USA
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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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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: 5] [Impact Index Per Article: 2.5] [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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Arnold-Forster A, Brown M, Moulds A. Health, policy and emotion. MEDICAL HUMANITIES 2022; 48:389-393. [PMID: 36418191 DOI: 10.1136/medhum-2022-012541] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/23/2022] [Indexed: 06/16/2023]
Affiliation(s)
- Agnes Arnold-Forster
- Centre for History in Public Health, London School of Hygiene and Tropical Medicine, London, UK
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Smydra R, May M, Taranikanti V, Mi M. Integration of Arts and Humanities in Medical Education: a Narrative Review. JOURNAL OF CANCER EDUCATION : THE OFFICIAL JOURNAL OF THE AMERICAN ASSOCIATION FOR CANCER EDUCATION 2022; 37:1267-1274. [PMID: 34319566 DOI: 10.1007/s13187-021-02058-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 06/15/2021] [Indexed: 06/13/2023]
Abstract
This narrative review aims to identify and review the extant literature describing methods and outcomes of embedding the arts and humanities (AH) into medical school curricula. The Association of American Medical Colleges changed the Medical College Admission Test (MCAT) in 2015 to place new emphasis on the role of liberal arts in the process of developing well-rounded physicians. Consequently, medical schools have been implementing more connections to creative writing, literature, theater, movies, music, and the visual arts into their curricula. To review the current literature, we focused on methods medical educators used to embed content related to AH into their curricula to shape and drive associated learning outcomes. We conducted searches in PubMed, CINAHL, PsycINFO, and ERIC for peer-reviewed articles from 2011 to 2020. The authors selected three dyads in medical humanities and reviewed articles independently followed by discussion to identify thematic links to major findings. Out of 261 articles, a total of 177 full-text articles were reviewed with 34 selected for final inclusion. Our review included articles describing curriculum development and delivery in publications from Australia, Canada, India, New Zealand, and the USA. This review showed medical educators are implementing didactic and experiential instructional approaches to embedding the arts, humanities, and social sciences into the medical school classroom. Medical educators' attempts to embed AH into medical school curricula show promising results. Unfortunately, small sample sizes, short-term interventions, and an over-reliance of subjective assessment measures limit our knowledge of the true impact of these interventions. More rigorous assessments of required and longitudinal coursework are necessary to know the true impact of participation in AH coursework for medical students.
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Affiliation(s)
- Rachel Smydra
- Department of English, College of Arts and Sciences, Oakland University, Rochester, MI, 48309, USA.
| | - Matthew May
- Department of Sociology, Anthropology, Social Work, and Criminal Justice, College of Arts and Sciences, Oakland University, Rochester, MI, 48309, USA
| | - Varna Taranikanti
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, MI, 48309, USA
| | - Misa Mi
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, MI, 48309, USA
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Assing Hvidt E, Ulsø A, Thorngreen CV, Søndergaard J, Andersen CM. Weak inclusion of the medical humanities in medical education: a qualitative study among Danish medical students. BMC MEDICAL EDUCATION 2022; 22:660. [PMID: 36064397 PMCID: PMC9442995 DOI: 10.1186/s12909-022-03723-x] [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: 04/21/2022] [Accepted: 08/30/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND The modern medical education is predominantly grounded in the biomedical sciences. In recent years, medical humanities have been included into the medical curricula in many countries around the world one of the objectives being to promote patient-centred, empathic care by future physicians. Studies have been made of the impact of inclusion of medical humanities components within the medical curriculum. Although some results suggest increased empathy, others remain inconclusive. To gain insight into the depth, context, and impact of inclusion of the medical humanities for future physicians, this study aimed to explore Danish medical students' understanding of and reflections on how the medical humanities relate to the medical education, including the clinic. METHODS We conducted a qualitative research study, involving semi-structured interviews with twenty-three Danish medical students across years of curriculum and medical schools. Interviews were recorded, transcribed verbatim and analyzed using Braun and Clarke's thematic analysis. RESULTS The findings demonstrate the subordinate role of the medical humanities in the medical educational system. Students prioritize biomedical knowledge building in the preclinical curriculum, partly as a reaction to an unbalanced institutional inclusion of the medical humanities. Observing how structural empathy incentives are lacking in the clinical curriculum, the values inherent in the medical humanities are undermined. CONCLUSION Danish medical students become part of an educational environment with lacking institutional conditions and structures to promote the strong inclusion of the medical humanities. A focus is therefore needed on the values, norms and structures of the medical educational systems that undermine a strong inclusion of the medical humanities into medical education.
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Affiliation(s)
- Elisabeth Assing Hvidt
- Research Unit of General Practice, Department of Public Health, University of Southern Denmark, J.B. Winsløwsvej 9 A, 5000, Odense, Denmark.
| | - Anne Ulsø
- Research Unit of General Practice, Department of Public Health, University of Southern Denmark, J.B. Winsløwsvej 9 A, 5000, Odense, Denmark
| | | | - Jens Søndergaard
- Research Unit of General Practice, Department of Public Health, University of Southern Denmark, J.B. Winsløwsvej 9 A, 5000, Odense, Denmark
| | - Christina Maar Andersen
- Department of Psychology, University of Southern Denmark, Odense, Denmark
- Steno Diabetes Center Odense, Odense University Hospital, Odense, Denmark
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Balhara KS, Irvin N, Zink KL, Mohan S, Olson AS, Tackett S, Regan L. "A sorely neglected field": A multisite study of self-reported humanities exposure among emergency medicine residents. AEM EDUCATION AND TRAINING 2022; 6:e10772. [PMID: 35784381 PMCID: PMC9242415 DOI: 10.1002/aet2.10772] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/10/2022] [Revised: 05/23/2022] [Accepted: 05/24/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND The Association of American Medical Colleges has identified the humanities as fundamental to medical education across all specialties. Evidence from undergraduate medical education (UME) demonstrates the humanities' positive impacts on outcomes that could be relevant to patient care and trainee well-being in emergency medicine (EM) residency training. However, less is known about the humanities' role in graduate medical education (GME). OBJECTIVES The objectives were to describe EM residents' self-reported exposure to the humanities and its relationship with their empathy, tolerance of ambiguity, and patient-centeredness, and to assess their attitudes toward the humanities in GME. METHODS This cross-sectional survey-based study was conducted at six U.S. EM residency programs in 2018-2019. Quantitative analyses included linear regressions testing for trends between humanities exposures and outcomes, adjusted for sex, year in training, and clustering within programs; adjunct analysis of free-text responses was performed using an exploratory constructivist approach to identify themes about views on the humanities' role in medicine. RESULTS Response rate was 54.8% (153/279). A total of 65% of respondents were male and 28.1% of respondents had a preceding humanities degree. Preceding humanities degree and current self-reported humanities exposure were positively associated with performance on empathy subscales (p = 0.02). Seventy-five percent (n = 114) of respondents agreed humanities are important in GME; free-text responses revealed perceived positive impacts of humanities on generating well-rounded clinicians and enhancing patient care. CONCLUSIONS Engagement with the humanities may be associated with empathy among EM residents. Although the magnitude of associations was smaller than that seen in UME, this study demonstrates resident interest in humanities and suggests that extracurricular engagement with the humanities may be insufficient to prolong positive impacts seen in UME. Further research is needed to explore how to sustain these benefits through integration or addition of the humanities in existing GME curricula.
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Affiliation(s)
- Kamna S. Balhara
- Department of Emergency MedicineJohns Hopkins University School of MedicineBaltimoreMarylandUSA
| | - Nathan Irvin
- Department of Emergency MedicineJohns Hopkins University School of MedicineBaltimoreMarylandUSA
| | - Korie L. Zink
- Department of Emergency MedicineJohns Hopkins University School of MedicineBaltimoreMarylandUSA
| | - Sanjay Mohan
- Division of Medical Toxicology, Ronald O. Perelman Department of Emergency MedicineNYU Grossman School of MedicineNew YorkNew YorkUSA
| | - Adriana S. Olson
- Section of Emergency Medicine, Department of MedicineUniversity of ChicagoChicagoIllinoisUSA
| | - Sean Tackett
- Division of General Internal MedicineJohns Hopkins Bayview Medical CenterBaltimoreMarylandUSA
- Biostatistics Epidemiology and Data Management CoreJohns Hopkins University School of MedicineBaltimoreMarylandUSA
| | | | - Linda Regan
- Department of Emergency MedicineJohns Hopkins University School of MedicineBaltimoreMarylandUSA
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Klugman CM, Jones TT. To Be or Not: A Brief History of the Health Humanities Consortium. THE JOURNAL OF MEDICAL HUMANITIES 2021; 42:515-522. [PMID: 34549370 PMCID: PMC8455303 DOI: 10.1007/s10912-021-09712-3] [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: 09/07/2021] [Indexed: 06/13/2023]
Abstract
The Health Humanities Consortium (HHC) was established in 2015 to "promote health humanities scholarship, education, and practice through transdisciplinary methods and theories that focus on the intersection of the arts and humanities, health, illness, and healthcare." As the founding co-chairs of the HHC, we provide a history of the founding of this organization in this article, describing the journey of its creation, the choices and challenges it faced as a new organization, and our hopes for a rich future.
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Affiliation(s)
| | - Therese Tess Jones
- Department of Medicine, University of Colorado Denver - Anschutz Medical Campus, Denver, CO, USA
- Center for Bioethics and Humanities, University of Colorado Denver - Anschutz Medical Campus, Denver, CO, USA
- Arts and Humanities in Healthcare Program, University of Colorado Denver - Anschutz Medical Campus, Denver, CO, USA
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Klugman CM, Bracken RC, Weatherston RI, Konefal CB, Berry SL. Developing New Academic Programs in the Medical/Health Humanities: A Toolkit to Support Continued Growth. THE JOURNAL OF MEDICAL HUMANITIES 2021; 42:523-534. [PMID: 34528169 PMCID: PMC8443396 DOI: 10.1007/s10912-021-09710-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 08/14/2021] [Indexed: 06/13/2023]
Abstract
Academic programs in the medical/health humanities have proliferated widely in recent years, and the professional, academic, and cultural drivers of this growth promise sustained new program development. In this article, we present the results of a survey sent to representatives of one hundred twenty-four baccalaureate and ten graduate programs in the medical/health humanities to assess the experiences and needs of existing programs. Survey results confirm the interest in and need for a descriptive toolkit as opposed to a prescriptive manual; indicate what data and materials are most needed to support the successful development of new academic programs in the field; and identify areas for future research. Recognizing a need for program development resources, the Health Humanities Consortium (HHC) has initiated the creation of a comprehensive online toolkit. We discuss survey results and the toolkit in relation to the drivers of new program growth. Finally, we describe resources now available through the HHC's new online program toolkit, including existing programs; sample syllabi; sample curricula templates; program rationale; proposal templates; and graduation data.
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Affiliation(s)
| | - Rachel Conrad Bracken
- Northeast Ohio Medical University (Family and Community Medicine), Rootstown, OH USA
| | | | - Catherine Burns Konefal
- Rutgers University Bloustein School (Health Administration and Public Health), New Brunswick, NJ USA
| | - Sarah L. Berry
- State University of New York at Oswego (English), Oswego, NY USA
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Kim K. Bedside education in the art of medicine (BEAM): A learner's perspective on arts-based teaching. J Eval Clin Pract 2021; 27:549-553. [PMID: 32588945 DOI: 10.1111/jep.13427] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/16/2019] [Revised: 05/14/2020] [Accepted: 05/17/2020] [Indexed: 11/29/2022]
Abstract
In today's culture of the medical profession, it is fairly unusual for students to actually witness physicians talking with patients about anything outside scientific explanation. That other side of medicine - the one that goes beyond explanation to understanding - goes unexplored, and the patient's personal narrative is consequently less understood. Meanwhile, though reflective writing is the most frequently used didactic method to promote introspection and deeper consolidation of new ideas for medical learners, there is robust evidence that other art forms - such as storytelling, dance, theatre, literature and the visual arts - can also help deepen reflection and understanding of the human aspect of medical practice. The overall goal of the Bedside Education in the Art of Medicine (BEAM) project is to redress these issues through early interventions within the culture of the medical profession. By creating an arts-based humanities curriculum, we hope to broaden medical learners' understanding and shine a light on what it means - for patients and clinicians - to be human, live well, experience loss, encounter disease, and engage in a therapeutic relationship. BEAM is envisioned as a modular, online resource of "third things" that any clinician anywhere will be able to access via a smartphone application to deliver brief, focused, humanistic clinical teaching in either hospital or ambulatory care settings. This commentary foregrounds a learner's perspective to model BEAM's usage in an in-depth manner; it examines the relation of a painting by Edward Hopper to medical education through the lens of a poem by Victoria Chang, in the context of the BEAM web-based app educational resource. By assessing the poignancy of the painting via the poem, I demonstrate the capacity of the arts and humanities in medical education, with a specific focus on the development of interpretative skills and tolerance for ambiguity that all authentic, engaged physicians need.
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Affiliation(s)
- Kain Kim
- Department of Psychiatry and Behavioral Sciences, Johns Hopkins University, Baltimore, Maryland, USA
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Teagarden JR. From Atoms, Molecules, and Numbers to Literature, Art, and Performance. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2020; 84:7636. [PMID: 32431316 PMCID: PMC7223933 DOI: 10.5688/ajpe7636] [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: 04/22/2019] [Accepted: 05/26/2019] [Indexed: 06/11/2023]
Abstract
I argue that the humanities have an important role in pharmacy education. I came to this view after believing the humanities to be useless and superfluous when I was in pharmacy school and during the earlier phases of my career. I eventually learned that the humanities can teach us a lot that the biomedical sciences can not, and that the humanities can expand on a lot of what the biomedical sciences do teach us. My argument derives from a model that makes a distinction between the disease and illness components of health problems, which makes it possible to see how biomedical sciences focus on disease and how the humanities focus on illness. Because medical schools have adopted the humanities into their education and training programs, I also argue that pharmacists will need a similar grounding if they are to collaborate with physicians on the same terms.
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Wald HS, McFarland J, Markovina I. Medical humanities in medical education and practice. MEDICAL TEACHER 2019; 41:492-496. [PMID: 30134753 DOI: 10.1080/0142159x.2018.1497151] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
Affiliation(s)
- Hedy S Wald
- a Warren Alpert Medical School of Brown University , Providence , RI , USA
- b Boston Children's Hospital-Harvard Medical School , Boston , MA , USA
| | - Jonathan McFarland
- c Sechenov First Moscow State Medical University (Sechenov University) , Moscow , Russia
| | - Irina Markovina
- c Sechenov First Moscow State Medical University (Sechenov University) , Moscow , Russia
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Dohlman L, DiMeglio M, Laudanski K. The Impact of an International Elective on Anesthesiology Residents as Assessed by a Longitudinal Study. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2019; 6:2382120519873940. [PMID: 31565671 PMCID: PMC6755626 DOI: 10.1177/2382120519873940] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/10/2019] [Accepted: 08/13/2019] [Indexed: 06/10/2023]
Abstract
INTRODUCTION Participation of anesthesiology residents in international electives may lead to the acquisition of skills as described in the Accreditation Council for Graduate Medical Education (ACGME) competencies. There is great interest in participating in such electives, but it is not clear there are educational or professional benefits. The purpose of this study was to evaluate the educational benefits of participating in overseas electives among anesthesiology residents. METHODS A longitudinal study design was used between 2010 and 2015 to survey all anesthesiology residents selected to participate in the nationally competitive Society for Education in Anesthesia-Health Volunteers Overseas (SEA-HVO) Traveling Fellowship Program in which third-year residents receive scholarships and ABA credit for 1-month teaching electives in a low-resource country. Pre-elective and post-elective surveys were sent via de-identified e-mails during the third year of residency. We investigated residents' expectations, plans, and comfort level with teaching techniques prior to the elective and after and asked about perceived benefits. RESULTS The response rate was 68.8% of the 45 residents who received the survey. Participants were motivated by professional and humanitarian goals. Residents reported improved comfort with teaching techniques, especially lecturing and giving feedback. Participants acquired better skills in assessing the learning needs of students. There was a slight but nonsignificant increased comfort dealing with cultural and language barriers. The major self-perceived unique benefit of international electives was improvement in intercultural communication. The systems' changes reported by residents as the most important to improve were those that affected patient safety. CONCLUSION Global health electives have a small positive effect on teaching, cultural proficiency, and systems assessment skills. Residents improve in their ability to identify educational needs and to give feedback. Patient safety during anesthetic care is appreciated as the most important systems' need.
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Affiliation(s)
- Lena Dohlman
- Department of Anesthesia, Critical Care
and Pain Medicine, Massachusetts General Hospital, Harvard Medical School, Boston,
MA, USA
| | - Matthew DiMeglio
- Philadelphia College of Osteopathic
Medicine, Philadelphia, PA, USA
| | - Krzysztof Laudanski
- Department of Anesthesiology and
Critical Care, Hospital of the University of Pennsylvania, Philadelphia, PA,
USA
- Leonard Davis Institute of Health
Economics, University of Pennsylvania, Philadelphia, PA, USA
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Affiliation(s)
- Rebecca L Volpe
- Department of Humanities, Penn State College of Medicine, Hershey, PA, USA
| | - Michael J Green
- Department of Humanities, Penn State College of Medicine, Hershey, PA, USA.
- Department of Medicine, Penn State College of Medicine, Hershey, PA, USA.
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