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Roze E, Nilles C, Louapre C, Soumet-Leman B, Renaud MC, Dechartres A, Atkinson-Clement C. A podcast to teach medical humanities at medical school: a text-mining study of students' lived experience. MEDICAL EDUCATION ONLINE 2024; 29:2367823. [PMID: 38905106 PMCID: PMC11195461 DOI: 10.1080/10872981.2024.2367823] [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: 10/30/2023] [Accepted: 06/10/2024] [Indexed: 06/23/2024]
Abstract
The teaching of medical humanities is increasingly being integrated into medical school curricula. We developed a podcast called Le Serment d'Augusta (Augusta's Oath), consisting of six episodes tackling hot topics in the modern world of healthcare related to the patient-doctor relationship, professionalism, and ethics. This podcast aimed to provide scientific content in an entertaining way, while promoting debate among medical students. The Le Serment d'Augusta podcast was proposed as one of the various optional modules included in the second- to fifth-year curriculum at the School of Medicine of Sorbonne University (Paris). We asked students to report their lived experience of listening to the podcast. We then used a text-mining approach focusing on two main aspects: i) students' perspective of the use of this educational podcast to learn about medical humanities; ii) self-reported change in their perception of and knowledge about core elements of healthcare after listening to the podcast. 478 students were included. Students were grateful for the opportunity to participate in this teaching module. They greatly enjoyed this kind of learning tool and reported that it gave them autonomy in learning. They appreciated the content as well as the format, highlighting that the topics were related to the very essence of medical practice and that the numerous testimonies were of great added value. Listening to the podcast resulted in knowledge acquisition and significant change of perspective. These findings further support the use of podcasts in medical education, especially to teach medical humanities, and their implementation in the curriculum.
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Affiliation(s)
- Emmanuel Roze
- DMU Neurosciences, Pitié-Salpêtrière Hospital, Paris, France
- Faculty of Medicine of Sorbonne University, INSERM, CNRS, Paris Brain Institute, Paris, France
| | - Christelle Nilles
- DMU Neurosciences, Pitié-Salpêtrière Hospital, Paris, France
- Neurology department, Hôpital Fondation Adolphe de Rothschild, Paris, France
| | - Céline Louapre
- DMU Neurosciences, Pitié-Salpêtrière Hospital, Paris, France
- Faculty of Medicine of Sorbonne University, INSERM, CNRS, Paris Brain Institute, Paris, France
| | | | - Marie-Christine Renaud
- Faculty of Medicine of Sorbonne University, INSERM, CNRS, Paris Brain Institute, Paris, France
| | - Agnès Dechartres
- Département de Santé Publique, Sorbonne Université, INSERM, Institut Pierre Louis d’Épidémiologie et de Santé Publique, AP-HP, Hôpital Pitié-Salpêtrière, Paris, France
| | - Cyril Atkinson-Clement
- Faculty of Medicine of Sorbonne University, INSERM, CNRS, Paris Brain Institute, Paris, France
- Precision Imaging, School of Medicine, University of Nottingham, Nottingham, UK
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Haan M, Olthuis G, Boenink M, van Gurp J. Bridging comic art and research: lessons from an interdisciplinary collaboration project in a palliative care context. MEDICAL HUMANITIES 2024; 50:475-485. [PMID: 38453454 DOI: 10.1136/medhum-2023-012750] [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: 02/02/2024] [Indexed: 03/09/2024]
Abstract
The Dutch graphic novel Naasten, about palliative family caregiving, is the product of an interdisciplinary collaboration between researchers and two comic artists. This paper aims to present lessons, reflections and practical recommendations for other researchers interested in adopting (comic) arts-based research methods, in which artistic methods are used as novel ways for generating, analysing, interpreting or representing research data.Our project started with the goal of translation: we aimed at representing research findings into a more accessible, visual and textual form to stimulate discussion and reflection outside academia on moral challenges in family care. This was inspired by comics' hypothesised potential to show complex and embodied experiences, thus enabling more understanding in readers and offering powerful science communication tools. Although this goal of translation was realised in our project, we learnt along the way that the project could have benefited from a more explicit focus on interdisciplinarity from the start and by monitoring the interdisciplinary learning opportunities throughout the project. The following issues are important for any art-research collaboration: (1) an interest in and acknowledgement of each other's (potentially diverging) aims and roles: all parties should-from the start-commit themselves to interdisciplinary collaboration and to exploring the added value of using each other's methods, thereby finding a common methodological ground and language; (2) a continuous discussion of the sometimes contrasting approaches between artists and researchers: differences in using theory and story may result in different criteria for creating good art. When balancing scientific and aesthetic aims, the trustworthiness of the art work should remain an important criterion; (3) an awareness of the potential of interdisciplinary collaboration to offering new perspectives on one's scientific data collection and analysis, for example, providing other conceptualisations or indicating blind spots, provided that artists are involved in the early phases of research.
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Affiliation(s)
- Maaike Haan
- IQ Health science department, Ethics of healthcare group, Radboud university medical center, Nijmegen, The Netherlands
| | - Gert Olthuis
- IQ Health science department, Ethics of healthcare group, Radboud university medical center, Nijmegen, The Netherlands
| | - Marianne Boenink
- IQ Health science department, Ethics of healthcare group, Radboud university medical center, Nijmegen, The Netherlands
| | - Jelle van Gurp
- IQ Health science department, Ethics of healthcare group, Radboud university medical center, Nijmegen, The Netherlands
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Stephens GC, Lazarus MD. Twelve tips for developing healthcare learners' uncertainty tolerance. MEDICAL TEACHER 2024; 46:1035-1043. [PMID: 38285073 DOI: 10.1080/0142159x.2024.2307500] [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: 01/21/2023] [Accepted: 01/16/2024] [Indexed: 01/30/2024]
Abstract
BACKGROUND Uncertainty is pervasive throughout healthcare practice. Uncertainty tolerance (i.e. adaptively responding to perceived uncertainty) is considered to benefit practitioner wellbeing, encourage person-centred care, and support judicious healthcare resource utilisation. Accordingly, uncertainty tolerance development is increasingly referenced within training frameworks. Practical approaches to support healthcare learners' uncertainty tolerance development, however, are lacking. AIMS Drawing on findings across the literature, and the authors' educational experiences, twelve tips for promoting healthcare learners' uncertainty tolerance were developed. RESULTS Tips are divided into 1. Tips for Learners, 2. Tips for Educators and Supervisors, and 3. Tips for Healthcare Education Institutions and Systems. Each tip summarises relevant research findings, alongside applications to educational practice. CONCLUSIONS Approaches to developing uncertainty tolerance balance factors supporting learners through uncertain experiences, with introducing challenges for learners to further develop uncertainty tolerance. These tips can reassure healthcare education stakeholders that developing learner uncertainty tolerance, alongside core knowledge, is achievable.
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Affiliation(s)
- Georgina C Stephens
- Centre for Human Anatomy Education, Monash University, Clayton, Victoria, Australia
| | - Michelle D Lazarus
- Centre for Human Anatomy Education, Monash University, Clayton, Victoria, Australia
- Monash Centre for Scholarship in Health Education, Monash University, Clayton, Victoria, Australia
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Bhargava M, Naik PR, Hegde P, Navya N, Sachith M, Vineetha S. Integrating Narrative Medicine Through Story-Telling: A Feasibility Study in a Community Medicine Curriculum for Undergraduate and Postgraduate Students. Cureus 2023; 15:e41851. [PMID: 37581154 PMCID: PMC10423098 DOI: 10.7759/cureus.41851] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/13/2023] [Indexed: 08/16/2023] Open
Abstract
Introduction The routine curriculum of community medicine includes clinico-social case-taking with a focus on the physical, biological, and psychosocial determinants of health. There is an opportunity to integrate narrative medicine with this for undergraduate and postgraduate medical students using story-telling. The objective of the current study was to assess its feasibility, challenges, and opportunities. Methods We conducted a need assessment cross-sectional survey of the teaching faculty of community medicine across India using Google Forms. Considering an 80% positive response in a pilot within the department, a relative error of 10%, and a 20% non-response rate, the sample size was 120. The questionnaire included closed-ended questions with a Likert scale that dealt with affective, cognitive, and communication domains and open-ended questions for insights into opportunities and challenges. The results of the former were expressed as descriptive statistics, in frequencies and proportions. Open-ended questions were summarized to guide the refinement of further implementation. Results Of the 120 participants, 92 (77%) quoted low/medium empathy quotient in students, and 107 (89.2%) felt that the listening skills of students can improve with the introduction of story-telling. A hundred and twelve (93.4%) participants felt that their history-taking skills can improve with story-telling, and all agreed that the language of medicine can be improved. One hundred nine (90.8%) felt that it will lead to better student-patient interaction. Opportunities included a better understanding of social determinants, patient-/family-centered care, improved communication skills, and better mental health. The key challenges included time, motivation, the need for training/capacity building, and streamlining of assessment metrics. Conclusion We conclude that story-telling may help medical students investigate various social determinants of health, disease, and lived environments that create vulnerabilities.
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Affiliation(s)
| | - Poonam R Naik
- Community Medicine, Yenepoya Medical College, Mangalore, IND
| | - Pavithra Hegde
- Community Medicine, Yenepoya Medical College, Mangalore, IND
| | - Nagendra Navya
- Community Medicine, Yenepoya Medical College, Mangalore, IND
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Cerceo E, Vasan N. Creating Alignment: How the Humanities Can Help Heal Physicians and Patients. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2023; 10:23821205231203487. [PMID: 37771801 PMCID: PMC10524040 DOI: 10.1177/23821205231203487] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/16/2023] [Accepted: 09/06/2023] [Indexed: 09/30/2023]
Abstract
The medical humanities, an umbrella term for the fields of ethics, social science, and fine arts, are increasingly recognized as an important component of medical education. Since the Flexner report, the primacy of science and evidence-based medicine has replaced subjectivity and nuance. While this has been critical for standardization of care and patient safety, an exclusive emphasis on science in undergraduate medical education can devalue more humanistic pursuits. Modern medicine is now plagued with burnout, pandemics, and societal ills that permeate into medicine. Addressing these requires a thoughtful, holistic approach where we extend our sights beyond strict evidence-based medicine.
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Affiliation(s)
- Elizabeth Cerceo
- Division of Hospital Medicine, Department of Medicine, Cooper University Healthcare, Cooper Medical School of Rowan University, Camden, NJ, USA
| | - Nagaswami Vasan
- Department of Biomedical Sciences, Cooper Medical School of Rowan University, Camden, NJ, USA
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Allitt M, Frampton S. Beyond 'born not made': challenging character, emotions and professionalism in undergraduate medical education. MEDICAL HUMANITIES 2022; 48:461-470. [PMID: 35595473 DOI: 10.1136/medhum-2021-012365] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 04/07/2022] [Indexed: 06/15/2023]
Abstract
In this article we explore the historical antecedents and ongoing perpetuation of the idea that medical professionals must adhere to a specific 'character'. In the late nineteenth century, an ideal of the medical student as 'born not made' was substantiated through medical school opening addresses and other medical literature. An understanding prevailed that students would have a natural inclination that would suit them to medical work, which was predicated on class structures. As we move into the twentieth-century context, we see that such underpinnings remained, even if the idea of 'character' becomes 'characteristics'. This was articulated through emerging psychological and sociological perspectives on education, as well as medical school admission processes. The significance ascribed to character and characteristics-based suitability continues to exclude and limits who can access medical careers. In the final part of the article, we argue that a framework of uncertainty can and should be mobilised to re-evaluate the role of doctors' education and critique long-standing notions of professional identity, via the integration of medical humanities and clearer professionalism teaching within medical curricula.
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Affiliation(s)
- Marie Allitt
- School of Literature, Languages and Cultures, University of Edinburgh School of Arts Culture and Environment, Edinburgh, UK
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