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Use of arts & humanities in pharmacy education to develop humanistic skills: A scoping review.

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Τίτλος: Use of arts & humanities in pharmacy education to develop humanistic skills: A scoping review.
Συγγραφείς: Semedo M; Faculty of Pharmacy, University of Lisbon, Avenida Professor Gama Pinto, 1649-003 Lisbon, Portugal. Electronic address: msemedo@ff.ulisboa.pt., Toreti IR; Universidade do Extremo Sul Catarinense - UNESC, Av. Universitária, 1105 - Universitário, Criciúma - SC 88806-000, Brazil. Electronic address: indireynaud@gmail.com., Cavaco A; Faculty of Pharmacy, University of Lisbon, Avenida Professor Gama Pinto, 1649-003 Lisbon, Portugal. Electronic address: acavaco@ff.ulisboa.pt., Martins CB; ULICES - University of Lisbon Centre for English Studies, Alameda da Universidade, Faculdade de Letras, 1600-214 Lisboa, Portugal. Electronic address: cbeecher@campus.ul.pt., Casal T; ULICES - University of Lisbon Centre for English Studies, Alameda da Universidade, Faculdade de Letras, 1600-214 Lisboa, Portugal. Electronic address: mcasal@edu.ulisboa.pt., Tomasi CD; Universidade do Extremo Sul Catarinense - UNESC, Av. Universitária, 1105 - Universitário, Criciúma - SC 88806-000, Brazil. Electronic address: cdtomasi@unesc.net.
Πηγή: Currents in pharmacy teaching & learning [Curr Pharm Teach Learn] 2026 Sep; Vol. 18 (9), pp. 102684. Date of Electronic Publication: 2026 May 25.
Τύπος έκδοσης: Journal Article; Scoping Review; Review
Γλώσσα: English
Στοιχεία περιοδικού: Publisher: Elsevier Country of Publication: United States NLM ID: 101560815 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1877-1300 (Electronic) Linking ISSN: 18771297 NLM ISO Abbreviation: Curr Pharm Teach Learn Subsets: MEDLINE
Imprint Name(s): Original Publication: New York : Elsevier
Ιατρικοί όροι (MeSH): Humanities*/education , Education, Pharmacy*/methods , Education, Pharmacy*/standards , Education, Pharmacy*/trends , Humanism* , Art*, Curriculum/trends ; Curriculum/standards ; Humans
Περίληψη: Background: Humanistic skills, including cultural humility and communication, are mandatory educational outcomes in pharmacy programs accredited by the Accreditation Council for Pharmacy Education (ACPE). The arts and humanities foster humanistic skills' development, but their pedagogical use in pharmacy curricula is more recent than in medical education and lacks synthesis. Therefore, this scoping review aimed to map and characterize arts- and humanities-based pedagogical approaches used in pharmacy education to foster humanistic skill development.
Methods: Articles describing or evaluating arts- and/or humanities-based interventions in pharmacy education to foster humanistic skills were eligible for inclusion. We searched 9 databases and Google Scholar from inception to 11 December 2025. Search terms included pharmacy education, art, humanities, and narrative medicine. Extracted data included the types of arts- and humanities-based pedagogical approaches and the humanistic skills targeted by each intervention.
Results: Forty-eight articles met the inclusion criteria. Reflective practice was the predominant pedagogical approach (48%), followed by literature-based learning (29%), theatre/drama (19%), and films/documentaries-based pedagogies (19%). Empathy (31%), perspective-taking (25%), cultural awareness/competence (23%), and communication skills (21%) were the most frequently targeted humanistic skills. In most studies, the authors reported development of one or more targeted humanistic skills.
Implications: Various arts- and humanities-based interventions show promising potential to support humanistic skill development; however, the evidence is largely based on student self-reports of these developments, limiting conclusions about the interventions' impact. Future research should use rigorous, comparable designs and examine how specific arts and humanities approaches map to specific humanistic outcomes to inform curricular design.
(Copyright © 2026 The Authors. Published by Elsevier Inc. All rights reserved.)
Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.
Contributed Indexing: Keywords: Arts; Humanistic skills; Humanities; Pharmacy education
Entry Date(s): Date Created: 20260525 Date Completed: 20260613 Latest Revision: 20260616
Update Code: 20260616
DOI: 10.1016/j.cptl.2026.102684
PMID: 42184685
Βάση Δεδομένων: MEDLINE
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  Data: Use of arts & humanities in pharmacy education to develop humanistic skills: A scoping review.
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  Data: <searchLink fieldCode="AU" term="%22Semedo+M%22">Semedo M</searchLink>; Faculty of Pharmacy, University of Lisbon, Avenida Professor Gama Pinto, 1649-003 Lisbon, Portugal. Electronic address: msemedo@ff.ulisboa.pt.<br /><searchLink fieldCode="AU" term="%22Toreti+IR%22">Toreti IR</searchLink>; Universidade do Extremo Sul Catarinense - UNESC, Av. Universitária, 1105 - Universitário, Criciúma - SC 88806-000, Brazil. Electronic address: indireynaud@gmail.com.<br /><searchLink fieldCode="AU" term="%22Cavaco+A%22">Cavaco A</searchLink>; Faculty of Pharmacy, University of Lisbon, Avenida Professor Gama Pinto, 1649-003 Lisbon, Portugal. Electronic address: acavaco@ff.ulisboa.pt.<br /><searchLink fieldCode="AU" term="%22Martins+CB%22">Martins CB</searchLink>; ULICES - University of Lisbon Centre for English Studies, Alameda da Universidade, Faculdade de Letras, 1600-214 Lisboa, Portugal. Electronic address: cbeecher@campus.ul.pt.<br /><searchLink fieldCode="AU" term="%22Casal+T%22">Casal T</searchLink>; ULICES - University of Lisbon Centre for English Studies, Alameda da Universidade, Faculdade de Letras, 1600-214 Lisboa, Portugal. Electronic address: mcasal@edu.ulisboa.pt.<br /><searchLink fieldCode="AU" term="%22Tomasi+CD%22">Tomasi CD</searchLink>; Universidade do Extremo Sul Catarinense - UNESC, Av. Universitária, 1105 - Universitário, Criciúma - SC 88806-000, Brazil. Electronic address: cdtomasi@unesc.net.
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  Data: Background: Humanistic skills, including cultural humility and communication, are mandatory educational outcomes in pharmacy programs accredited by the Accreditation Council for Pharmacy Education (ACPE). The arts and humanities foster humanistic skills' development, but their pedagogical use in pharmacy curricula is more recent than in medical education and lacks synthesis. Therefore, this scoping review aimed to map and characterize arts- and humanities-based pedagogical approaches used in pharmacy education to foster humanistic skill development.<br />Methods: Articles describing or evaluating arts- and/or humanities-based interventions in pharmacy education to foster humanistic skills were eligible for inclusion. We searched 9 databases and Google Scholar from inception to 11 December 2025. Search terms included pharmacy education, art, humanities, and narrative medicine. Extracted data included the types of arts- and humanities-based pedagogical approaches and the humanistic skills targeted by each intervention.<br />Results: Forty-eight articles met the inclusion criteria. Reflective practice was the predominant pedagogical approach (48%), followed by literature-based learning (29%), theatre/drama (19%), and films/documentaries-based pedagogies (19%). Empathy (31%), perspective-taking (25%), cultural awareness/competence (23%), and communication skills (21%) were the most frequently targeted humanistic skills. In most studies, the authors reported development of one or more targeted humanistic skills.<br />Implications: Various arts- and humanities-based interventions show promising potential to support humanistic skill development; however, the evidence is largely based on student self-reports of these developments, limiting conclusions about the interventions' impact. Future research should use rigorous, comparable designs and examine how specific arts and humanities approaches map to specific humanistic outcomes to inform curricular design.<br /> (Copyright © 2026 The Authors. Published by Elsevier Inc. All rights reserved.)
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  Data: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.
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