Medical Students’ attitude to the teaching of Medical Humanities

Abstract Background By learning medical humanities, medical students are expected to shift from handling the diseases only to seeing a whole sick person. Therefore, understanding medical students’ learning process and outcomes of medical humanities becomes an essential issue of medical education. Few studies have been conducted to explore factors surrounding medical students’ learning process and outcomes of medical humanities. The objectives were: (1) to investigate the relationships between medical students’ conceptions of learning and strategies to learning; and (2) to examine the relationships between students’ strategies to learning and learning outcomes for medical humanities. Methods We used the modified Approaches to Learning Medicine (mALM) questionnaire and Conceptions of Learning Medicine (COLM) questionnaire to measure the medical students’ strategies to learning and conceptions of learning respectively. The learning outcome of medical humanities was measured using students’ weighted grade in a medical humanities course. The confirmatory factor analysis (CFA) was used to validate the COLM and mALM questionnaires, in which construct validity and reliability were assessed. Pearson’s correlation was used to examine the relationships among the factors of COLM, mALM, and the weighted grade. Path analysis using structural equation modeling technique (SEM) was employed to estimate the structural relationships among the COLM, mALM, and the weighted grade. Results Two hundred and seventy-five first-year medical students consented to participate in this study. The participants adopting surface strategies to learning were more likely to have unsatisfactory learning outcome (β = − 0.14, p = .04). The basic-level conception of “Preparing for Testing” was negatively (β = − 0.19, p < .01) associated with deep strategies of learning, and positively (β = 0.48, p < .01) associated with surface strategies of learning (β = 0.50, p < .01). The basic-level conception of “Skills Acquisition” was positively associated with deep strategies of learning (β = 0.23, p < .01). Conclusion Medical educators should wisely employ teaching strategies to increase students’ engagement with deep and self-directed learning strategies, and to avoid using surface learning strategies in the medical humanities course in order to achieve better learning outcomes.

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Preparing medical students for the writing of history of present illness: Marching from short story reading and the practice of visual art

Innovations in Global Health Professions Education ◽

10.20421/ighpe2019.01.20 ◽

2019 ◽

Vol 2019 (1) ◽

Author(s):

Pi-Hua Tsai

Keyword(s):

Medical Students ◽

Middle East ◽

Short Story ◽

Medical Humanities ◽

Visual Art ◽

Story Reading ◽

International Conference ◽

History Of

Abstract from the Proceedings of the 1st International Conference on Medical Humanities in the Middle East; 2018 Nov 17-18: Doha, Qatar.

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Perception and Feedback of Undergraduate Medical Students on Medical Humanities

Texila International Journal of Psychology ◽

10.21522/tijpy.2016.01.02.art002 ◽

2016 ◽

Vol 1 (2) ◽

pp. 13-21

Author(s):

Sachi Ojha

Keyword(s):

Medical Students ◽

Medical Humanities ◽

Undergraduate Medical Students

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Gender Differences in the Effect of Medical Humanities Program on Medical Students' Empathy: A Prospective Longitudinal Study

10.21203/rs.2.15503/v2 ◽

2020 ◽

Author(s):

Michal Lwow ◽

Laura Canetti ◽

Mordechai Muszkat

Keyword(s):

Gender Differences ◽

Longitudinal Study ◽

Medical Students ◽

Medical School ◽

Medical Humanities ◽

Prospective Longitudinal Study ◽

Student Version ◽

Admission System ◽

Prospective Longitudinal ◽

Humanities Curriculum

Abstract Objective Previous studies have suggested that Medical students' empathy declines during medical school, especially during clinical studies. The aim of this study was to examine whether humanities curriculum and admission system affect empathy changes during the first clinical year in medical school. Methods In this prospective longitudinal study, 262 students were assessed during the fourth-year of medical school. Empathy was assessed before and at 4th-year-end, using the Jefferson Scale of Physician Empathy-Student Version (JSPE-S). The study included three cohorts, differing in humanities curriculum [limited Medical Humanities (MH (lim) ) vs. extended Medical Humanities (MH (ext) )], and in admission system [Personal Interview (PI) vs. multiple mini interviews (MMI)]. Results Among women, but not among men, MH (ext) as compared to MH (lim) was associated with significantly higher JSPE-S at the beginning (118.47±11.43 vs. 110.36±9 .97, p <0.001), and end of 4th-year (117.97±12.86 vs. 111.49±14.42, p <0.001), (p=0.009). Admission system was not associated with JSPE-S at the beginning or at the end of the 4th year. Conclusion Among women, extended MH program had a positive effect on empathy at the beginning of the first clinical year, as compared to the limited program. This effect persisted through that year. However, in men MH program did not affect empathy. Adopting MMI-based admission system had no measurable effect on students’ empathy. Extensive educational program can enhance and sustain empathy in medical students during the first clinical year following the program. Gender differences in response to medical humanities programs requires further study.

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The Effect of The BOPPPS Model With PAL And Medical Humanities Methods On Chinese Medical Students In Cardiopulmonary Resuscitation Courses

10.21203/rs.3.rs-918677/v1 ◽

2021 ◽

Author(s):

Chen Li ◽

Song-tao Shou ◽

Yan-fen Chai

Keyword(s):

Medical Students ◽

Cardiopulmonary Resuscitation ◽

Medical Humanities ◽

Teaching Model ◽

Peer Assisted Learning ◽

Final Exam ◽

Teaching Innovation ◽

Second Stage ◽

Basic Stage ◽

Chinese Medical Students

Abstract Background: The purpose of this study was to investigate the effect of the BOPPPS model (bridge-in, learning objective, pretest, participatory learning, posttest, and summary) with PAL (Peer-assisted learning) and medical humanities methods on Chinese Medical Students in Cardiopulmonary Resuscitation Courses. Methods: Participants were the long-term medical students of Tianjin Medical University who accepted emergency medicine courses from 2015 to 2020. Forward-looking descriptive research and phased CPR curriculum teaching innovation, including the BOPPS with PAL (First Stage), the BOPPS with PAL and medical humanities methods (Second Stage), compared with the traditional teaching model (Basic Stage). Results: The usual and final results improved in First stage compared with Basic stage (↑30.2%, ↑7.5%), the proportion of those with more than 80 points increased in the usual exam, and the proportion of those with 70 points or more increased in the final exam. The usual and final results improved in Second stage compared with First stage (↑12.0%, ↑2.2%), the proportion of those with more than 90 points increased in the usual exam, and the proportion of those with 80 points or more increased in the final exam. Conclusions: The teaching innovation of the CPR curriculum, the application of BOPPPS teaching model, and the peer-assisted learning and medical humanities teaching methods can improve teaching quality of CPR courses in medical colleges.

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A tale of two cities: The influence of literature on medicine

Heart Vessels and Transplantation ◽

10.24969/hvt.2020.238 ◽

2020 ◽

Vol 0 (Ahead of Print) ◽

Author(s):

Christos Tsagkaris ◽

Theodora Ioannidou

Keyword(s):

High School ◽

Medical Students ◽

Key Words ◽

Medical Humanities ◽

Modern Medicine ◽

Art Of Medicine ◽

Two Cities

The following piece is a reflection concerning the interplay between the art of writing and the art of medicine. We are exploring the similarities and disparities of the field with a focus on doctors – medical students and fiction authors/poets. We are currently medical students and we identify as poets and fiction authors since our high school years and hence we are trying to point out our perspective. In the end we give some hints about the role that literature can play in modern medicine. Key words: medicine, literature, medical humanities, fiction, poetry

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Gender Differences in the Effect of Medical Humanities Program on Medical Students' Empathy: A Prospective Longitudinal Study

10.21203/rs.2.15503/v3 ◽

2020 ◽

Author(s):

Michal Lwow ◽

Laura Canetti ◽

Mordechai Muszkat

Keyword(s):

Gender Differences ◽

Longitudinal Study ◽

Medical Students ◽

Medical Humanities ◽

Prospective Longitudinal Study ◽

Student Version ◽

Admission System ◽

Prospective Longitudinal ◽

The Impact ◽

Humanities Curriculum

Abstract Objective: Previous studies have suggested that Medical students' empathy declines during medical school, especially during the clinical studies. The aim of this study was to examine. changes in medical students' empathy during their first clinical experience, and to determine the impact of gender and humanities curriculum on empathy changes. Methods: In this prospective longitudinal study, 262 4th year students from three consecutive classes were assessed. Empathy was assessed before and at 4th-year-end, using the Jefferson Scale of Physician Empathy-Student Version (JSPE-S). The three classes differed in humanities curriculum [limited Medical Humanities (MH(lim)) vs. extended Medical Humanities (MH(ext))], and in admission system [Personal Interview (PI) vs. multiple mini interviews (MMI)]. Results: Overall, there was a small but significant decrease in JSPE-S during the fourth year (114.40±11.32 vs. 112.75±14.19, p= 0.034). Among men there was a statistically significant decline in JSPE-S during the fourth year, and the MH(ext) (but not the MH(lim)) was associated with the decline (t(35) = 2.38, p = 0.023). Women students showed no decline in empathy during the fourth-year of studies, regardless of type of humanities program. In addition, women who participated in MH(ext) had a higher JSPE-S scores during the 4th -year as compared to women who participated in MH(lim). Conclusion: Pre-clinical humanities program was associated with a decline in empathy among men medical students during the fourth-year of medical studies. Gender differences in response to medical humanities programs require further study.

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Why Should Medical Students Learn the Medical Humanities?

Significance of Medical Humanities in Contemporary Healthcare Practice and Education ◽

10.4018/978-1-4666-9697-6.les2 ◽

2016 ◽

pp. 858-1899

Author(s):

P Ravi Shankar

Keyword(s):

Medical Students ◽

Medical Humanities

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Gender differences in the effect of medical humanities program on medical students’ empathy: a prospective longitudinal study

BMC Medical Education ◽

10.1186/s12909-020-02333-9 ◽

2020 ◽

Vol 20 (1) ◽

Author(s):

Michal Lwow ◽

Laura Canetti ◽

Mordechai Muszkat

Keyword(s):

Gender Differences ◽

Longitudinal Study ◽

Medical Students ◽

Medical Humanities ◽

Prospective Longitudinal Study ◽

Student Version ◽

Admission System ◽

Prospective Longitudinal ◽

The Impact ◽

Humanities Curriculum

Abstract Background Previous studies have suggested that Medical students’ empathy declines during medical school, especially during the clinical studies. The aim of this study was to examine. Changes in medical students’ empathy during their first clinical experience, and to determine the impact of gender and humanities curriculum on empathy changes. Methods In this prospective longitudinal study, 262 4th year students from three consecutive classes were assessed. Empathy was assessed before and at 4th-year-end, using the Jefferson Scale of Physician Empathy-Student Version (JSPE-S). The three classes differed in humanities curriculum [limited Medical Humanities (MH(lim)) vs. extended Medical Humanities (MH(ext))], and in admission system [Personal Interview (PI) vs. multiple mini interviews (MMI)]. Results Overall, there was a small but significant decrease in JSPE-S during the fourth year (114.40 ± 11.32 vs. 112.75 ± 14.19, p = 0.034). Among men there was a statistically significant decline in JSPE-S during the fourth year, and the MH(ext) (but not the MH(lim)) was associated with the decline (t(35) = 2.38, p = 0.023). Women students showed no decline in empathy during the fourth-year of studies, regardless of type of humanities program. In addition, women who participated in MH(ext) had a higher JSPE-S scores during the 4th -year as compared to women who participated in MH(lim). Conclusion Pre-clinical humanities program was associated with a decline in empathy among men medical students during the fourth-year of medical studies. Gender differences in response to medical humanities programs require further study.

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Can Medical Humanities impart Empathy and Resilience skills to Medical Students?

MedEdPublish ◽

10.15694/mep.2020.000218.1 ◽

2020 ◽

Vol 9 (1) ◽

Author(s):

Alan Schamroth ◽

Hayley Berman ◽

Neil Spencer

Keyword(s):

Medical Students ◽

Medical Humanities

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