Academic Journal
Teaching and learning medical humanities in medical school: a student's perspective on professional practice curriculum in Australia.
| Τίτλος: | Teaching and learning medical humanities in medical school: a student's perspective on professional practice curriculum in Australia. |
|---|---|
| Συγγραφείς: | Melhem M; Melbourne Medical School, University of Melbourne, Parkville, Victoria, Australia. mmelhem@student.unimelb.edu.au., Rane V; Melbourne Medical School, University of Melbourne, Parkville, Victoria, Australia.; The Northern Hospital, Epping, Victoria, Australia., Denniston C; Melbourne Medical School, University of Melbourne, Parkville, Victoria, Australia., Drewett GP; Melbourne Medical School, University of Melbourne, Parkville, Victoria, Australia. george.drewett@nh.org.au.; The Northern Hospital, Epping, Victoria, Australia. george.drewett@nh.org.au. |
| Πηγή: | Monash bioethics review [Monash Bioeth Rev] 2026 Aug; Vol. 44 (Suppl 1), pp. 26-38. Date of Electronic Publication: 2025 Jun 30. |
| Τύπος έκδοσης: | Journal Article |
| Γλώσσα: | English |
| Στοιχεία περιοδικού: | Publisher: Springer Country of Publication: United States NLM ID: 100973394 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1836-6716 (Electronic) Linking ISSN: 13212753 NLM ISO Abbreviation: Monash Bioeth Rev Subsets: MEDLINE |
| Imprint Name(s): | Publication: 2014- : New York : Springer Original Publication: Vic. [i.e. Victoria], Australia : Centre for Human Bioethics, Monash University |
| Ιατρικοί όροι (MeSH): | Humanities*/education , Students, Medical*/psychology , Curriculum* , Education, Medical, Undergraduate* , Professional Practice*, Ethics, Medical/education ; Humans ; Australia ; Teaching ; Schools, Medical ; Academia ; Learning |
| Περίληψη: | The growing integration of the medical humanities in medical school curricula highlights its importance in the development of culturally safe, patient-centred clinicians. Internationally, medical schools attempt to increase student engagement through course electives, different modes of assessment and diverse content delivery. At the University of Melbourne, the Professional Practice program aims to provide an easy, engaging way of exposing students to the medical humanities, including reflective practice, collaborative practice, leadership, advocacy, professional identity formation, medical ethics and law. However, students' perceptions of the medical humanities may prevent desired outcomes from being reached. We discuss the student experience of the Professional Practice curriculum through a collaboration between a student, tutor and course designers focusing on student engagement and perspectives of the program. Overall, students felt uncomfortable with the flexibility and ambiguity of the medical humanities when compared to the rigidity of biomedical knowledge. Additionally, modes of assessment typically used in the humanities such as reflective writing were found to be unpopular. Students' involvement in the co-facilitation of classes helped develop communication skills and leadership but overall participation was still dependent on individual factors. Ultimately, the medical school and student body must work together to develop a medical humanities curriculum that is both complementary and viewed as of equal importance to the clinical curriculum. (© 2025. The Author(s).) |
| Competing Interests: | Declarations. Conflict of interest: The authors have no relevant financial or non-financial interests to disclose |
| References: | Acad Med. 2017 Dec;92(12):1659-1660. (PMID: 28991843) Med Humanit. 2022 Sep;48(3):325-334. (PMID: 34580192) Can Med Educ J. 2024 Feb 29;15(1):6-14. (PMID: 38528890) Hippokratia. 2010 Oct;14(4):241-3. (PMID: 21311630) J Eval Clin Pract. 2022 Feb;28(1):86-92. (PMID: 34105226) Acad Med. 1995 Sep;70(9):795-805. (PMID: 7669156) Med J Aust. 2005 Jan 3;182(1):5-8. (PMID: 15651937) Yale J Biol Med. 2011 Sep;84(3):269-76. (PMID: 21966046) BMC Med Educ. 2021 Nov 10;21(1):568. (PMID: 34753482) BMC Med Educ. 2021 Mar 24;21(1):179. (PMID: 33761941) Med J Aust. 2004 Oct 4;181(7):357-60. (PMID: 15462649) Mt Sinai J Med. 2009 Aug;76(4):372-80. (PMID: 19642151) BMC Med Educ. 2023 Dec 6;23(1):925. (PMID: 38057775) Acad Med. 2009 Feb;84(2):192-8. (PMID: 19174663) BMC Med Educ. 2006 Mar 06;6:16. (PMID: 16519815) J Med Humanit. 2018 Dec;39(4):473-481. (PMID: 29110114) J Eval Clin Pract. 2024 Mar;30(2):162-173. (PMID: 37656633) Perspect Med Educ. 2018 Dec;7(6):394-400. (PMID: 30353284) Lancet. 1995 Nov 18;346(8986):1329-33. (PMID: 7475772) Teach Learn Med. 2022 Apr-May;34(2):223-233. (PMID: 34749550) Int J Environ Res Public Health. 2022 Dec 24;20(1):. (PMID: 36612590) BMC Med Educ. 2022 Sep 5;22(1):660. (PMID: 36064397) J Cancer Educ. 2022 Oct;37(5):1267-1274. (PMID: 34319566) |
| Contributed Indexing: | Keywords: Curriculum development; Medical education; Medical humanities; Professional practice; Student perspective |
| Entry Date(s): | Date Created: 20250630 Date Completed: 20260829 Latest Revision: 20260901 |
| Update Code: | 20260901 |
| PubMed Central ID: | PMC13526103 |
| DOI: | 10.1007/s40592-025-00258-x |
| PMID: | 40587037 |
| Βάση Δεδομένων: | MEDLINE |
καταχωρήστε σχόλιο πρώτοι!