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The Role of Online Arts and Humanities in Medical Student Education: Mixed Methods Study of Feasibility and Perceived Impact of a 1-Week Online Course

BACKGROUND: The arts and humanities have been integrated into medical student education worldwide. Integrated arts and humanities courses have been found to serve four primary functions: mastering skills, perspective taking, personal insight, and social advocacy. To what extent and how arts and huma...

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Detalles Bibliográficos
Autores principales: Stouffer, Kaitlin, Kagan, Heather J, Kelly-Hedrick, Margot, See, Julia, Benskin, Elizabeth, Wolffe, Suzy, Yenawine, Philip, Chisolm, Margaret S
Formato: Online Artículo Texto
Lenguaje:English
Publicado: JMIR Publications 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8495565/
https://www.ncbi.nlm.nih.gov/pubmed/34550086
http://dx.doi.org/10.2196/27923
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author Stouffer, Kaitlin
Kagan, Heather J
Kelly-Hedrick, Margot
See, Julia
Benskin, Elizabeth
Wolffe, Suzy
Yenawine, Philip
Chisolm, Margaret S
author_facet Stouffer, Kaitlin
Kagan, Heather J
Kelly-Hedrick, Margot
See, Julia
Benskin, Elizabeth
Wolffe, Suzy
Yenawine, Philip
Chisolm, Margaret S
author_sort Stouffer, Kaitlin
collection PubMed
description BACKGROUND: The arts and humanities have been integrated into medical student education worldwide. Integrated arts and humanities courses have been found to serve four primary functions: mastering skills, perspective taking, personal insight, and social advocacy. To what extent and how arts and humanities programs achieve these educational outcomes remain unclear. OBJECTIVE: In this study, we aimed to explore how the arts and humanities may lead to perceived benefits in clinical skills development, professional identity formation, and self-care, and to evaluate the feasibility of delivering an arts and humanities–based course online. METHODS: We developed and delivered a 1-week online arts and humanities course to second- through fourth-year medical students. A total of 18 students enrolled in the course across its 2 offerings in Spring 2020. The course was primarily visual arts based but also included activities based in other arts and humanities, such as literature, reflective writing, dance, film, music, philosophy, and religion. Using a mixed methods approach, daily polls assessed student engagement in and perceptions of the various activities, and a postcourse survey assessed student perceptions of the course as a whole. RESULTS: At least 93% of poll respondents (14/15 to 17/18) across the 2 cohorts rated each type of activity as good or excellent. Qualitative analysis of student responses to the postcourse survey revealed themes concerning both the form (overall course design and online format) and the function of the course (skills development, appreciation of new perspectives, and personal inquiry). CONCLUSIONS: Results suggested that the arts and humanities may support the development of clinically relevant skills and attitudes. A more unique finding was that integrative arts and humanities courses delivered online—including those that are primarily visual arts based—engage students and may yield personal and professional benefits.
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spelling pubmed-84955652021-11-16 The Role of Online Arts and Humanities in Medical Student Education: Mixed Methods Study of Feasibility and Perceived Impact of a 1-Week Online Course Stouffer, Kaitlin Kagan, Heather J Kelly-Hedrick, Margot See, Julia Benskin, Elizabeth Wolffe, Suzy Yenawine, Philip Chisolm, Margaret S JMIR Med Educ Original Paper BACKGROUND: The arts and humanities have been integrated into medical student education worldwide. Integrated arts and humanities courses have been found to serve four primary functions: mastering skills, perspective taking, personal insight, and social advocacy. To what extent and how arts and humanities programs achieve these educational outcomes remain unclear. OBJECTIVE: In this study, we aimed to explore how the arts and humanities may lead to perceived benefits in clinical skills development, professional identity formation, and self-care, and to evaluate the feasibility of delivering an arts and humanities–based course online. METHODS: We developed and delivered a 1-week online arts and humanities course to second- through fourth-year medical students. A total of 18 students enrolled in the course across its 2 offerings in Spring 2020. The course was primarily visual arts based but also included activities based in other arts and humanities, such as literature, reflective writing, dance, film, music, philosophy, and religion. Using a mixed methods approach, daily polls assessed student engagement in and perceptions of the various activities, and a postcourse survey assessed student perceptions of the course as a whole. RESULTS: At least 93% of poll respondents (14/15 to 17/18) across the 2 cohorts rated each type of activity as good or excellent. Qualitative analysis of student responses to the postcourse survey revealed themes concerning both the form (overall course design and online format) and the function of the course (skills development, appreciation of new perspectives, and personal inquiry). CONCLUSIONS: Results suggested that the arts and humanities may support the development of clinically relevant skills and attitudes. A more unique finding was that integrative arts and humanities courses delivered online—including those that are primarily visual arts based—engage students and may yield personal and professional benefits. JMIR Publications 2021-09-22 /pmc/articles/PMC8495565/ /pubmed/34550086 http://dx.doi.org/10.2196/27923 Text en ©Kaitlin Stouffer, Heather J Kagan, Margot Kelly-Hedrick, Julia See, Elizabeth Benskin, Suzy Wolffe, Philip Yenawine, Margaret S Chisolm. Originally published in JMIR Medical Education (https://mededu.jmir.org), 22.09.2021. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in JMIR Medical Education, is properly cited. The complete bibliographic information, a link to the original publication on https://mededu.jmir.org/, as well as this copyright and license information must be included.
spellingShingle Original Paper
Stouffer, Kaitlin
Kagan, Heather J
Kelly-Hedrick, Margot
See, Julia
Benskin, Elizabeth
Wolffe, Suzy
Yenawine, Philip
Chisolm, Margaret S
The Role of Online Arts and Humanities in Medical Student Education: Mixed Methods Study of Feasibility and Perceived Impact of a 1-Week Online Course
title The Role of Online Arts and Humanities in Medical Student Education: Mixed Methods Study of Feasibility and Perceived Impact of a 1-Week Online Course
title_full The Role of Online Arts and Humanities in Medical Student Education: Mixed Methods Study of Feasibility and Perceived Impact of a 1-Week Online Course
title_fullStr The Role of Online Arts and Humanities in Medical Student Education: Mixed Methods Study of Feasibility and Perceived Impact of a 1-Week Online Course
title_full_unstemmed The Role of Online Arts and Humanities in Medical Student Education: Mixed Methods Study of Feasibility and Perceived Impact of a 1-Week Online Course
title_short The Role of Online Arts and Humanities in Medical Student Education: Mixed Methods Study of Feasibility and Perceived Impact of a 1-Week Online Course
title_sort role of online arts and humanities in medical student education: mixed methods study of feasibility and perceived impact of a 1-week online course
topic Original Paper
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8495565/
https://www.ncbi.nlm.nih.gov/pubmed/34550086
http://dx.doi.org/10.2196/27923
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