Assessing the competitiveness of medical humanities research on psychiatry, otolaryngology, and ophthalmology residency program applications.

Medical humanities research is an increasing area of interest for students as medical schools become more aware of the benefits of humanities and the arts on patient care. However, medical students may feel dissuaded from pursuing medical humanities work for fear of how it will be perceived on their residency applications. In this study, residency program directors (PDs) in New York state in psychiatry, ophthalmology, and otolaryngology were surveyed about their opinions on the competitiveness of students doing medical humanities research applying to their programs. Of the 64 PDs contacted, twenty submitted responses (31.3%). When asked if a residency applicant who only had medical humanities research experience would be seriously considered for their program, 95% of PDs said yes. Furthermore, 65% of PDs said that having medical humanities research experience in addition to clinical research increased a student's chance of being accepted to their program. Thirty percent of PDs indicated that the medical humanities were an important selection criteria for their program. Qualitative responses emphasized that non-traditional projects, such as personal essays, were as valid as published journal articles when conducted with academic rigor. Many PDs also believed that the medical humanities increased compassion, empathy, and communication skills in their residents. Considering these results, medical students should feel empowered to pursue medical humanities research, even if they are applying into a competitive surgical specialty. It should not diminish their chances of being seriously considered for a program, and may even confer an advantage over their clinical research peers.

Art in Surgery: A Review of Art-based Medical Humanities Curricula in Surgical Residency.

OBJECTIVE: Numerous programs integrate arts and humanities methods to advance medical education competencies. Despite the highly visual and technical nature of the field of surgery, the current state of art utilization in surgical training is unclear. The purpose of this review is to gain a comprehensive understanding of how art has been utilized in surgical training, to investigate the purpose of such interventions, and to assess how art interventions may benefit surgeons. DESIGN: A systematic literature review using PRISMA methodology was conducted to identify articles published prior to February 2022 that investigated or described using art in surgical resident training. Qualitative themes were developed upon full review of the literature and categorized based on fundamental aspects of surgical education. The data was summarized by a narrative approach. RESULTS: Six hundred seventy-four unique articles were initially identified, thirteen of which met inclusion criteria. Twelve studies employed drawing or sculpture in surgical residency training; one discussed art observation to foster mindfulness, teambuilding, and empathy. Eight articles utilized art as an evaluation tool, 2 for didactic and archival purposes, one employed exercises in art analysis to improve empathy and physician wellbeing, and 2 described courses in which art making was treated as a foundational skill. No articles discussed use of art for honing diagnostic skills, observation, or patient communication - competencies that have been addressed in other fields. CONCLUSIONS: This review highlights the small number of examples in the medical literature about visual arts in surgical training. The existing art-based surgical humanities studies identify opportunities for curricular innovation within surgical training.

Evaluation of arts and humanities programs in surgery education: a systematic review.

PURPOSE: This systematic review seeks to understand what outcomes have been reported for arts and humanities programs in surgery education. METHODS: Authors searched Medline ALL (Ovid), Embase.com, Web of Science, and Academic Search Ultimate to identify articles on evaluated arts and humanities programs in surgery education. The search identified 1,282 titles and abstracts, of which 55 underwent independent full-text review. The authors identified 10 articles that met inclusion criteria, from which they collected and analysed data. RESULTS: Medical students were the identified learners in most studies (6/10; 60%). Reflective writing was the arts and humanities activity in half of the studies (5/10; 50%); activities based on film, visual art other than film, literature, or social media in the remaining studies (5/10; 50%). Most studies (8/10; 80%) featured a non-controlled, non-randomized design. Authors categorised 5 studies (50%) as Kirkpatrick Level 1, 4 (40%) as Level 2, and 1 (10%) as Level 3. CONCLUSION: Integration of the arts and humanities into surgery education may promote increased levels of learner reflection and empathy, in addition to improved acquisition of surgical skills. More rigorous evaluation of these programs would clarify the impact of arts and humanities programs on surgery learners.

Integration of Arts and Humanities in Medical Education: a Narrative Review.

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.

A filosofia e as humanidades na formação universitária / Philosophy and humanities in university formation

A entrevista aborda temas como a importância da filosofia e das ciências humanas na formação universitária. A partir de um resgate da trajetória do professor Sérgio Schaefer na Universidade de Santa Cruz do Sul, na condição de professor de Filosofia, a entrevista levanta questões sobre a experiência de construção de uma universidade comunitária, das lutas pelo reconhecimento de espaços de formação para a filosofia e para as ciências humanas nas diferentes áreas do conhecimento, sobre os desafios colocados em tempos de transformações tecnológicas e de afirmação de caminhos pragmáticos no campo da educação para o pensar e o fazer filosofia na Universidade.(AU)

The interview addresses topics such as the importance of philosophy and the humanities in university education. Based on a retrieval of the trajectory of Professor Sérgio Schaefer at the University of Santa Cruz do Sul, as a professor of Philosophy, the interview raises questions about the experience of building a community university, the struggles for the recognition of training spaces for the philosophy and human sciences in different areas of knowledge, about the challenges posed in times of technological changes and the affirmation of pragmatic paths in the field of education for thinking and doing philosophy at the University.(AU)

As ciências humanas no projeto da UNISC / Human sciences in the UNISC project

Em sua reflexão, a professora Suzana resgata aspectos do debate sobre Universidade que orientou o processo político que antecedeu a concretização de um movimento político em favor da criação da Universidade de Santa Cruz do Sul. No decorrer de sua análise, defende que a memória daquela reflexão e daquele processo político tem valor para a compreensão do significado e do papel das Ciências Humanas na Universidade de Santa Cruz do Sul.(AU)

In her reflection, Professor Suzana recovers aspects of the reflection on the University that guided the political process that preceded the realization of a political movement in favor of the creation of the University of Santa Cruz do Sul. In the course of her analysis, she argues that the memory of that reflection and that political process has value for understanding the meaning and role of Human Sciences at the University of Santa Cruz do Sul.(AU)

Como trabalhar com narrativas: uma abordagem metodológica de compreensão interpretativa no campo das Ciências Humanas em Saúde / How to work with narratives: a methodological approach to interpretive understanding in the field of health and human sciences / Cómo trabajar con narrativas: un abordaje metodológico de comprensión interactiva en el campo de las Ciencias Humanas en Salud

Partindo de uma investigação que procurou compreender as repercussões da leitura e da discussão de obras literárias entre estudantes e profissionais da área da Saúde, as reflexões teórico-metodológicas deste artigo nasceram das dificuldades enfrentadas na hora de "organizar", "analisar", "compreender" e "interpretar" o vultoso volume de material qualitativo produzido. Desse modo, em um esforço de organizar e, ao mesmo tempo, evitar compreensões ingênuas, sistematizamos um método imersivo fundamentado na fenomenologia hermenêutica, em que as narrativas produzidas foram transcriadas em uma nova produção textual, como resultado da tentativa de explicitar as compreensões das narrativas obtidas. Surpreendidos pelos bons resultados dessa Compreensão Interpretativa, concluímos que esse método pode ser adequado não somente para o aprofundamento em textos narrativos, mas para organizar discursos, apreender percepções, significados e compreensões, possibilitando interpretações plausíveis e interligadas, sobretudo quando há uma demanda vultosa de dados qualitativos. (AU)

Based on an investigation that sought to understand the repercussions of the reading and discussion of literary works by health students and professionals, the theoretical and methodological reflections in this article arose from the difficulties faced in "organizing", "analyzing", "understanding" and "interpreting" the huge volume of qualitative material produced. In an effort to organize and, at the same time, avoid naive understandings of this material, we systematized an immersive method based on hermeneutic phenomenology, in which the narratives produced were transcreated, resulting from an attempt to shed light on the understanding of the obtained narrative. Surprised by the results of this interpretive understanding, we conclude that this method can be adapted not only to delve deeper into narrative texts, but also to organize discourses and capture perceptions, meanings and understandings, enabling plausible and interconnected interpretations, especially when there is a large volume of qualitative data. (AU)

Partiendo de una investigación que buscó entender las repercusiones de la lectura y discusión de obras literarias entre estudiantes y profesionales del área de la salud, las reflexiones teórico-metodológicas de este artículo nacieron de las dificultades enfrentadas en el momento de "organizar", "analizar", "comprender" e "interpretar" el gran volumen de material cualitativo producido. De tal forma, en un esfuerzo de organizar y, al mismo tiempo, evitar comprensiones ingenuas, sistematizamos un método de inmersión, fundamentado en la fenomenología hermenéutica, en la cual las narrativas producidas se transcrearon en una nueva producción textual, como resultado de la tentativa de explicar las comprensiones de las narrativas obtenidas. Sorprendidos por los buenos resultados de esa Comprensión Interpretativa, concluimos que ese método puede ser adecuado no solo para la profundización en textos narrativos, sino para organizar discursos, captar percepciones, significados y comprensiones, posibilitando interpretaciones plausibles e interconectadas, principalmente cuando hay una gran demanda de datos cualitativos. (AU)

Addressing Professionalism, Social, and Communication Competencies in Surgical Residency Via Integrated Humanities Workshops: A Pilot Curriculum.

OBJECTIVE: We aimed to conduct professionalism and social competencies (PSC) training by integrating humanities into structured workshops, and to assess reception of this curriculum by first-year surgical residents. DESIGN: An IRB-approved, pilot curriculum consisting of 4 interactive workshops for surgical interns was developed. The workshops were scheduled quarterly, often in small group format, and supplemental readings were assigned. Humanities media utilized to illustrate PSC included survival scenarios, reflective writing, television portrayals, and social media. Emphasis was placed on recognizing personal values and experiences that influence judgment and decision-making, using social media responsibly, identifying and overcoming communication barriers related to generational changes in training (especially technology and work-life balance), and tackling stereotypes of surgeons. Anonymous and voluntary pre- and postcurriculum surveys were administered. Univariate analysis of responses was performed with JMP Pro v12 using Fisher's exact, χ2, and Students' t-tests for categorical and continuous variables. SETTING: The study took place at the Cleveland Clinic in Cleveland, OH, within the general surgery program. PARTICIPANTS: Surgical interns at the Cleveland Clinic were included in the study. A total of 16 surgical interns completed the curriculum. RESULTS: Sixteen surgical interns participated in the curriculum: 69% were domestic medical school graduates (DG) and 31% were international medical school graduates (IMG). Overall, the majority (81%) of residents had received PSC courses during medical school: 100% of DG compared to 40% of IMG (p = 0.02). Before beginning the curriculum, 86% responded that additional PSC training would be useful during residency, which increased to 94% upon completion (p = 0.58). Mean number of responses supporting the usefulness of PSC training increased from 1.5 ± 0.2 before the curriculum to 1.75 ± 0.2 upon completion (p = 0.4). When describing public and medical student perceptions of surgeons, 60% and 83% of adjectives used were negative, respectively. When describing perceptions of female surgeons, 88% of adjectives used were negative. CONCLUSIONS: Most interns received prior PSC coursework; however, the majority still desired additional training during residency. After completion, a greater percentage of interns responded that PSC training was important and choose more reasons in favor of the curriculum. Formalized didactics should be strongly considered, especially in programs with IMG. Future areas of investigation include expanding the cohort to additional years of residency; potentially identifying unique PSC needs for each postgraduate year.

Literature and Cardiology / Literatura e Cardiologia

No 64º encontro de Cardiologia do American College of Cardiology, realizado em março de 2015 na Califórnia, a palestra de abertura foi realizada pelo Dr. Abraham Verghese, certamente não conhecido pelas suas publicações em revistas de cardiologia. Por meio da leitura de um poema, esse professor de Medicina Interna da Universidade de Stanford, discutiu a relação entre a ciência e a literatura, levando os cardiologistas a um momento único de reflexão sobre a atuação e relação diária dos profissionais médicos com o coração dos pacientes...

In the 64th Cardiology Session of the American College of Cardiology, held in March 2015 in California, the opening lecture was given by Dr. Abraham Verghese, certainly not known for his publications in cardiology journals. By reading a poem, this professor of Internal Medicine at Stanford University discussed the relationship between science and literature, encouraging the cardiologists to entertain a unique moment of deep thinking about the work and the daily connection of medical professionals with the hearts ofpatients...

Perfiles de egreso de las carreras de Medicina en Chile / Professional profiles of graduates from Chilean Faculties of Medicine

Background: The professional profile of health care professionals should incorporate recommendations of international agencies and adapt to the local conditions of each country. Aim: To conduct a qualitative analysis of Medical Graduate Profiles of universities grouped in the Chilean Association of Medicine Faculties (ASOFAMECH), characterizing its Social Focus, Humanist Approach, Social and Communication Skills. Material and Methods: Documentary analysis of profiles published on the respective web pages, using Atlas Ti software, establishing emerging categories and subcategories. These profiles were compared with the recommendations of the Pan-American Health Organization. Results: Data in Social Focus suggests that although community issues are a common element, the work in primary health and health promotion are rarely included. The Humanist Approach is addressed more commonly than the Social Focus, emphasizing humanization of care, ethical and religious values. Although, social and communication skills are scarcely acknowledged, those mentioned are teamwork and leadership role. Conclusions: There is a marked heterogeneity in the information declared and universities have not fully incorporated the recommendations of international organizations.

Reflexões a partir de uma experiência universitária de formações em ciências sociais no domínio do envelhecimento / Thoughts based on a traineeship university experience in social sciences in ageing

O presente texto trata de uma experiência de formações e pesquisas no domínio do envelhecimento há mais de 35 anos e considera as mutações na oferta, na pedagogia e nos grupos de estudantes. Definidos originalmente no quadro da formação contínua, os fundamentos pedagógicos e científicos aliam os princípios da educação permanente, da pesquisa-ação cooperativa e o objetivo de uma universidade aberta sobre diferentes públicos e territórios. A integração de estudantes de formação inicial influencia desde então a implementação das orientações pedagógicas e, aliás, a multiplicação de masters profissionais conduz a concorrências que exercem influência sobre a visibilidade das competências, das certificações profissionais e dos empregos. Essa situação é comparada com a de duas universidades: Sherbrooke (Quebec) e São Paulo (Brasil).

Cet article rend compte d'une expérience de formations et de recherches dans le domaine du vieillissement, depuis plus de trente-cinq ans, et considère les mutations dans l'offre, la pédagogie et les publics d'étudiants. Définie au départ dans le cadre de la formation continue, la démarche pédagogique et scientifique allie les principes de l'éducation permanente, de la recherche-action coopérative et la visée d'une université ouverte sur différents publics et territoires. L'intégration d'étudiants de formation initiale influe dorénavant sur la mise en œuvre des orientations pédagogiques et, par ailleurs, la multiplication des masters professionnels conduit à des concurrences jouant sur la visibilité des compétences, des certifications professionnelles et des emplois. Cette situation est mise en comparaison avec celle de deux universités: Sherbrooke (Québec) et São Paulo (Brésil).

Humanidades médicas no Reino Unido: uma tendência mundial em educação médica hoje / Medical humanities in the UK: a world trendin medical education today

Este artigo tem por objetivo apresentar uma análise crítica do estado-da-arte da literatura sobre o movimento deintrodução das Humanidades Médicas em Educação Médica no Reino Unido, assim como as percepções e atitudes de estudantes de Medicina, acadêmicos e pesquisadores na área. Para tal foi realizada uma revisão crítica de literatura nas bases Ovid-SP e Scopus para os descritores na língua inglesa ‘medical humanities’, ‘medical education’, ‘humanities’, ‘humanisation’, ‘physicians’, ‘patients’, ‘medical students’, ‘British’, ‘England’, no período de 2000 a 2011, com publicações em língua inglesa e por referência cruzada. Tal pesquisa gerou um resultado de 34 artigos, dos quais 29 encontram-se diretamente referenciados neste texto que mostra a maneira como as Humanidades Médicaspassaram a ser uma florescente disciplina a ser introduzida em Escolas Médicas a partir da década de 1950, paralelamente entre E.U.A. e Reino Unido. Neste panorama, historicizamos as origens do processo de dissolução do ‘bom médico’ e delineamos o caminho por meio do qual o Reino Unido configurou-se como o berço da atual tendência mundial de humanização doscuidados em saúde. Desta maneira, o Reino Unido tem liderado o debate mundial com sua ampla experiência nas Humanidades em Saúde, primeiramente como instrumento de formação éticaem saúde e, mais recentemente, como linha de pesquisa para investigar os efeitos observados na integralidade da formação de médicos produzidos pelos variados modelos de sua implementaçãoem suas Escolas Médicas após a publicação dos Médicos de Amanhã pelo General Medical Council em 1995, cujo objetivo é o de resgatar o ‘good doctor’, o ‘bom médico’, para a prática clínica...

This editorial aims to present a critical analysis of the state-of-the-art literature on the initiative of introduction of the Medical Humanities into Medical Education in the United Kingdom, as well as the perceptions and attitudes of medical students,scholars and researchers in this field. For such purpose, a critical literature review was performed at the online bases Ovid-SP and Scopus for the keywords in the English language ‘medical humanities’, ‘medical education’, ‘humanities’, ‘humanisation’, ‘physicians’, ‘patients’, ‘medical students’, ‘British’, ‘England’,during the period from 2000 to 2011, also collecting publications by cross-referencing. This search produced a result of 34 papers, from which 29 were directly referenced in this work that shows the way through which the Medical Humanities became a flourishing discipline to be introduced in Medical Schools from the 1950’s on, simultaneously in the US and the UK. At this panorama, we historicised the origins of the dissolution process of the ‘good doctor’ and delineated the pathway by which the UK has becomethe focus of a worldwide trend in humanisation of the health care. As such, raising the world debate with the British both wide and effective experience of introduction of the Medical Humanities, firstly as an instrument for the ethical education in health, then, more recently, as a research strength to investigate the observed effects of the integrity in the education od doctors produced by itsseveral formats implementation across the Medical Schools in the UK, after the publication of Tomorrow’s Doctors by the General Medical Council in 1995, whose main aim was to “rescue” the‘good doctor’ back into the healthcare...

Literatura e formação humanística em medicina: o experimento do Laboratório de Humanidades da EPM/UNIFESP / Literature and humanistic education in medicine: the experiment of the Laboratory of Humanities of EPM/UNIFESP

Este artigo descreve, a partir da experiência com uma atividade educacional desenvolvida com alunosde graduação e pós-graduação da EPM-UNIFESP, o Laboratório de Humanidades, a forma como a leiturae discussão de clássicos da literatura universal pode contribuir para o processo de formação humanística ehumanização de futuros médicos e profissionais da saúde em geral. Fundamentado na perspectiva teórica das humanidades e na observação empírica do fenômeno educacional, este estudo aponta a experiência estética ereflexiva a partir da literatura como forma privilegiada de promover a humanização no contexto educacional...

Based on the experience of an educational activity for undergraduate and post graduate students from EPM-UNIFESP, the Laboratory of Humanities, this article aim to describe the way as reading and discussion of literature classics can give humanistic contributions for the medical education. Grounded in the humanities theoretical background and in the empirical observation of educational phenomena, this study shows that aesthetical and reflective experience could be a privileged form to promote “humanization” in the medical education context...

Ciências humanas e medicina: as contribuições da história para a formação e a prática do médico / Human science and medicine: the contribution of history to medical education and practice

Este artigo trata das possíveis contribuições da História para os profissionais e estudantes da Medicina.Incluindo-se no interior do atual debate acerca da importância do ensino das Humanidades para a formação do futuromédico, identificam-se as particulares contribuições dessa disciplina científica para aprofundar o conhecimento daMedicina como prática ao mesmo tempo técnico-científica e social. Examinando-se em especial a perspectiva do cuidadocomo produto da prática do médico, no exercício de sua profissão, define-se esta noção de cuidado e justificasea tomada dos estudos sobre as práticas de saúde para considerar as contribuições da História. Nesse sentido, mostra-se metodologicamente de que modo a História das Práticas de Saúde diferencia-se dos estudos acercada História das Ciências e também dos estudos de corte memorialista, ainda que guarde relações com ambos. Sãoexaminadas três categorias da análise histórica, a saber, as permanências, as rupturas e a circularidade, mostrando-se como se expressam relativamente à abordagem do adoecimento como experiência do paciente em interação com a construção da doença com base na nosografia médica, como experiência do médico. Tal construção interativa,facultada pelos aportes da História, permitem a configuração do encontro clínico e da relação médico-pacientenecessários à produção do cuidado...

This article deals with the contributionsof History as a scientific discipline for professionals and students of medicine. It is included inside of the currentdebate about the importance of teaching the Humanities for future doctor, inside which were identified the particular contributions of History to the knowledge of Medicine as ascientific, a technical and a social practice at the same time. By examining in particular the health care as an outcome of the medical practice in the exercise of this profession, the notion of care is defined, and based on it the approach of studies on health practices is justified for the exam the contributions of History. In this sense, it is pointed out how methodologically the history of health and medical practices differs from the history of science and also of the studies on memory, although having relations with both. Three categories of historical analysis were examined: the historicalstays, the historical breaks and the circularity, showing how to express themselves with regard to approach the illness as patient experience in interaction with the construction ofthe disease based on medical experience. Such interaction provided by the historical contributions allows creating the specific setting of the clinical encounter, and of the doctorpatient relationship, necessary to reach a good care...