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Olding MN, Rhodes F, Humm J, Ross P, McGarry C. Black, White and Gray: Student Perspectives on Medical Humanities and Medical Education. TEACHING AND LEARNING IN MEDICINE 2022; 34:223-233. [PMID: 34749550 DOI: 10.1080/10401334.2021.1982717] [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: 03/18/2021] [Accepted: 09/10/2021] [Indexed: 06/13/2023]
Abstract
ISSUE In recent years, the value and relevance of humanities-based teaching in medical education have become more widely acknowledged. In many medical schools this has prompted additions to curricula that allow students to explore the gray-as opposed to the black and white-areas of medicine through arts, humanities, and social sciences. As curricula have expanded and diversified in this way, both medical educators and students have begun to ask: what is the best way to teach medical humanities? EVIDENCE In this article, five current medical students reflect on their experiences of medical humanities teaching through intercalated BSc programmes in the UK. What follows is a broad exploration of how the incorporation of medical humanities into students' time at university can improve clinical practice where the more rigid, objective-driven, model of medicine falls short. IMPLICATIONS This article reinforces the merit of moving beyond a purely biomedical model of medical education. Using the student voice as a vector for critique and discussion, we provide a starting point for uncovering the path toward true integration of humanities-style teaching into medical school curricula.
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Affiliation(s)
| | - Freya Rhodes
- Academic Unit of Medical Education, University of Sheffield, Sheffield, England
| | - John Humm
- Hull York Medical School, University of York, York, England
| | - Phoebe Ross
- Brighton & Sussex Medical School, University of Sussex, Brighton, England
| | - Catherine McGarry
- Edinburgh Medical School, University of Edinburgh, Edinburgh, Scotland
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Sideris M, Hanrahan J, Staikoglou N, Pantelidis P, Pidgeon C, Psychalakis N, Andersen N, Pittaras T, Athanasiou T, Tsoulfas G, Papalois A. Optimizing engagement of undergraduate students in medical education research: The eMERG training network. Ann Med Surg (Lond) 2018; 31:6-10. [PMID: 29922460 PMCID: PMC6004769 DOI: 10.1016/j.amsu.2018.05.008] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/11/2018] [Revised: 05/16/2018] [Accepted: 05/23/2018] [Indexed: 02/08/2023] Open
Abstract
Background The practice of evidence-based medicine and critical appraisal are essential for the modern doctor. Early engagement of medical students in research methodology is considered as a rising need for most medical school curricula; however, few peer-reviewed initiatives have been reported so far. We developed a Medical Education Research Group (eMERG) as part of a novel undergraduate surgical masterclass, which aimed to train undergraduate students on basic research methodology, as well as to motivate them to pursue a clinical and academic career in surgical specialties. Methods: eMERG consists of an international structured network of senior academics, consultant-level clinicians, senior and junior trainees who support undergraduate trainees. Students are selected from a competitive pool of applicants. Several small prospective studies in skills-based education, as well as systematic reviews on similar topics, have run under the umbrella of this framework, in the form of scholarship awards. Structured feedback questionnaires were distributed to evaluate the experience of the first three years. Results 12 students have participated in this pilot initiative. 11 manuscripts have been submitted for publication and 8 were accepted following peer-review in MEDLINE-indexed journals. Delegates perceived this experience as an excellent training opportunity which improved their research productivity. Delegates also stated engagement in research developed interest in the relevant surgical speciality, impacting their career aspirations. Conclusions eMERG is one of the first reported European educational research networks for undergraduates. Research outcomes and students' perceptions conclude that eMERG enhances engagement with research methodology and motivation towards a career in surgery. eMERG is a pilot international research training network where medical students receive support to conduct research in Medical Education. eMERG structure can serve as a novel model to convey research experience from one generation to another, and in the same time, motivate and aspire students to develop leadership skills. eMERG was developed in a financial crisis environment with promising research outputs and positive students' feedback.
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Affiliation(s)
- Michail Sideris
- esmsc Medical Education Research Group (eMERG Collaboration), Experimental Research Center ELPEN, Greece.,Queen Mary University of London, Yvonne Carter Building, London E1 2AB, United Kingdom
| | - John Hanrahan
- esmsc Medical Education Research Group (eMERG Collaboration), Experimental Research Center ELPEN, Greece.,King's College London, Faculty of Life Sciences and Medicine, Strand, London WC2R 2LS, United Kingdom
| | - Nikolaos Staikoglou
- esmsc Medical Education Research Group (eMERG Collaboration), Experimental Research Center ELPEN, Greece.,Aristotle University of Thessaloniki, Thessaloniki 541 24, Greece
| | - Panteleimon Pantelidis
- esmsc Medical Education Research Group (eMERG Collaboration), Experimental Research Center ELPEN, Greece.,Aristotle University of Thessaloniki, Thessaloniki 541 24, Greece
| | - Connie Pidgeon
- esmsc Medical Education Research Group (eMERG Collaboration), Experimental Research Center ELPEN, Greece.,Royal London Hospital, Bartshealth NHS Trust, United Kingdom
| | - Nikolaos Psychalakis
- esmsc Medical Education Research Group (eMERG Collaboration), Experimental Research Center ELPEN, Greece.,Experimental Research Centre ELPEN, Athens, Greece
| | - Nikolai Andersen
- esmsc Medical Education Research Group (eMERG Collaboration), Experimental Research Center ELPEN, Greece.,PPA-International Medical, Denmark
| | - Theodore Pittaras
- esmsc Medical Education Research Group (eMERG Collaboration), Experimental Research Center ELPEN, Greece.,National and Kapodistrian University of Athens, Athens, 115 27, Greece
| | - Thanos Athanasiou
- esmsc Medical Education Research Group (eMERG Collaboration), Experimental Research Center ELPEN, Greece.,Imperial College London, London SW7 2AZ, United Kingdom
| | - Georgios Tsoulfas
- esmsc Medical Education Research Group (eMERG Collaboration), Experimental Research Center ELPEN, Greece.,Aristotle University of Thessaloniki, Thessaloniki 541 24, Greece
| | - Apostolos Papalois
- esmsc Medical Education Research Group (eMERG Collaboration), Experimental Research Center ELPEN, Greece.,Experimental Research Centre ELPEN, Athens, Greece
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