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The Companion Curriculum: medical students’ perceptions of the integration of humanities within medical education
BACKGROUND: The contributions of arts and humanities to medical education are known in the medical education community, but medical schools’ offerings vary. The Companion Curriculum (CC) is a student-curated set of optional humanities content for medical students at the University of Toronto. This s...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Canadian Medical Education Journal
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10254101/ https://www.ncbi.nlm.nih.gov/pubmed/37304632 http://dx.doi.org/10.36834/cmej.72907 |
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author | Axelrod, Charlotte Brenna, Connor TA Gershon, Ariel Peterkin, Allan Nyhof-Young, Joyce |
author_facet | Axelrod, Charlotte Brenna, Connor TA Gershon, Ariel Peterkin, Allan Nyhof-Young, Joyce |
author_sort | Axelrod, Charlotte |
collection | PubMed |
description | BACKGROUND: The contributions of arts and humanities to medical education are known in the medical education community, but medical schools’ offerings vary. The Companion Curriculum (CC) is a student-curated set of optional humanities content for medical students at the University of Toronto. This study evaluates integration of the CC to identify key enabling conditions for medical humanities engagement. METHODS: A mixed-methods evaluation gauged usage and perceptions of integration of the CC among medical students using an online survey and focus groups. Narrative data underwent thematic analysis, supported by summary statistics of quantitative data. RESULTS: Half of survey respondents were aware of the CC (n = 67/130; 52%), and, once prompted with a description, 14% had discussed it in their tutorial groups. Of students using the CC, 80% reported learning something new regarding their roles as communicators and health advocates. Themes were the perceived value of the humanities, internal student barriers, institutional neglect of the humanities, and student critiques and recommendations. CONCLUSION: Despite participants’ interest in medical humanities, our CC remains underused. To improve humanities’ visibility in the MD curriculum, our results indicate that greater institutional support, including faculty development and early curricular integration, is required. Further study should explore reasons for gaps between interest and participation. |
format | Online Article Text |
id | pubmed-10254101 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | Canadian Medical Education Journal |
record_format | MEDLINE/PubMed |
spelling | pubmed-102541012023-06-10 The Companion Curriculum: medical students’ perceptions of the integration of humanities within medical education Axelrod, Charlotte Brenna, Connor TA Gershon, Ariel Peterkin, Allan Nyhof-Young, Joyce Can Med Educ J Brief Reports BACKGROUND: The contributions of arts and humanities to medical education are known in the medical education community, but medical schools’ offerings vary. The Companion Curriculum (CC) is a student-curated set of optional humanities content for medical students at the University of Toronto. This study evaluates integration of the CC to identify key enabling conditions for medical humanities engagement. METHODS: A mixed-methods evaluation gauged usage and perceptions of integration of the CC among medical students using an online survey and focus groups. Narrative data underwent thematic analysis, supported by summary statistics of quantitative data. RESULTS: Half of survey respondents were aware of the CC (n = 67/130; 52%), and, once prompted with a description, 14% had discussed it in their tutorial groups. Of students using the CC, 80% reported learning something new regarding their roles as communicators and health advocates. Themes were the perceived value of the humanities, internal student barriers, institutional neglect of the humanities, and student critiques and recommendations. CONCLUSION: Despite participants’ interest in medical humanities, our CC remains underused. To improve humanities’ visibility in the MD curriculum, our results indicate that greater institutional support, including faculty development and early curricular integration, is required. Further study should explore reasons for gaps between interest and participation. Canadian Medical Education Journal 2023-04-08 /pmc/articles/PMC10254101/ /pubmed/37304632 http://dx.doi.org/10.36834/cmej.72907 Text en © 2023 Axelrod, Brenna, Gershon, Peterkin, Nyhof-Young; licensee Synergies Partners. https://creativecommons.org/licenses/by-nc-nd/4.0/This is an Open Journal Systems article distributed under the terms of the Creative Commons Attribution License. (https://creativecommons.org/licenses/by-nc-nd/4.0 (https://creativecommons.org/licenses/by-nc-nd/4.0/) ) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is cited. |
spellingShingle | Brief Reports Axelrod, Charlotte Brenna, Connor TA Gershon, Ariel Peterkin, Allan Nyhof-Young, Joyce The Companion Curriculum: medical students’ perceptions of the integration of humanities within medical education |
title | The Companion Curriculum: medical students’ perceptions of the integration of humanities within medical education |
title_full | The Companion Curriculum: medical students’ perceptions of the integration of humanities within medical education |
title_fullStr | The Companion Curriculum: medical students’ perceptions of the integration of humanities within medical education |
title_full_unstemmed | The Companion Curriculum: medical students’ perceptions of the integration of humanities within medical education |
title_short | The Companion Curriculum: medical students’ perceptions of the integration of humanities within medical education |
title_sort | companion curriculum: medical students’ perceptions of the integration of humanities within medical education |
topic | Brief Reports |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10254101/ https://www.ncbi.nlm.nih.gov/pubmed/37304632 http://dx.doi.org/10.36834/cmej.72907 |
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