scholarly journals The Development of Evaluation Methods for Outcomes in Medical Humanities Curriculum of a Medical School

2021 ◽  
Author(s):  
Hye-Jin Park ◽  
Sun-Young Kwon ◽  
Dong-Yoon Keum ◽  
Dae-Hyun Kim ◽  
Dong-Eun Kim ◽  
...  
Keyword(s):  
Medical School ◽  
Medical Humanities ◽  
Evaluation Methods ◽  
Humanities Curriculum

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

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.

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

2019 ◽  
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.

scholarly journals Students' perspectives about the medical humanities curriculum at the Catholic University of Korea

2013 ◽  
Vol 4 ◽  
pp. 207-213 ◽  
Author(s):  
Wha S. Kang ◽  
Seon-Hee Yim ◽  
Ilene Harris ◽  
Hyunjoo Na ◽  
Pyeong M. Kim
Keyword(s):  
Medical Humanities ◽  
Catholic University ◽  
Humanities Curriculum

Using narratives for medical humanities in medical training

2018 ◽  
pp. 129-139
Author(s):  
Alexander Kiss ◽  
Claudia Steiner
Keyword(s):  
Medical Education ◽  
Medical Humanities ◽  
Medical Training ◽  
Narrative Medicine ◽  
Illness Narratives ◽  
Evidence Based ◽  
Good Doctor ◽  
The University ◽  
Based Medicine ◽  
Humanities Curriculum

The University of Basel, Switzerland has developed a longitudinal medical humanities curriculum based on illness narratives and narrative medicine. The ultimate learning goal of medical humanities as taught in Basel is to foster narrative competence. A good doctor needs to be a good listener, a good storyteller, and should ideally be able to co-create an illness narrative together with a patient. Medical humanities consist of mandatory and optional elements. Blending evidence-based medicine, which is based on larger numbers of patients with similar characteristics, with narrative-based medicine, which is based on patients’ uniqueness, this programme provides medical students with the opportunity to develop and practice narrative medicine over the course of the six years of medical studies. This chapter discusses the programme and its place in medical education.

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

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.

Disease versus Disability: The Medical Humanities and Disability Studies

PMLA ◽  
2005 ◽  
Vol 120 (2) ◽  
pp. 593-598 ◽  
Author(s):  
Diane Price Herndl
Keyword(s):  
Medical School ◽  
Disability Studies ◽  
Medical Humanities ◽  
Cultural Representations ◽  
Literature And Medicine ◽  
Teaching Literature ◽  
First Job

One of the consistent problems i find in the work I do—which is focused on women and the cultural representations of illness—is classification. There was not really a category of “disability studies” when I started this work in the 1980s, and I would have resisted that label even if there had been. Since embracing the field of disability studies, I have wondered about my early resistance to it. At first, I attributed it to my own ableism (and I don't think I am necessarily wrong about this), but as I have continued to work on the issues, I am coming to see it more as a result of a disciplinary divide between the medical humanities and disability studies. My first job teaching literature was in a medical school, and I was early on immersed in the idea of the medical humanities, an idea I am beginning to think is antithetical to disability studies (though not to disability itself). My talk today discusses the source of that divide, the problems I see with it, and suggestions for what we can do about it. I want to examine the two interdisciplinary fields in terms of their disciplinarity, and in the interest of time, I'll use a shortcut to do this; I will compare two relatively recent MLA publications, Teaching Literature and Medicine (2000) and Disability Studies: Enabling the Humanities (2002).

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

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.

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

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 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.

Sign in / Sign up

Export Citation Format

Share Document