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Journal of Medical Education

Abstract

Introduction: Medical humanities education applies philosophy, history, religion, art, and literature to improve medical practitioners' humanistic literacy. We conducted a medical humanities activity to examine the impact of humanities on medical practitioners for humanistic enrichment. Methods: We used a modified ADDIE model to develop a program that included a history exhibition and guided tour. Pre-test, post-test, survey, feedback, and reflections provided data on participants' perspectives. Target participants/invitees were medical professionals, hospital staff, and students in related fields. The study was conducted using mixed methods, and data were analyzed quantitatively and qualitatively. A two-tailed alpha was set at p ＜ 0.05. Results: Of the 456 participants who visited these exhibitions, 237 (male = 28, 11.8%, and female = 209, 88.2%) completed the entire activity. The results showed a significant pre-post-test difference (mean value 47.43 ± 19.56 vs. 80.55 ± 10.34) in historical knowledge. The pre-test and post-test reliability (Cronbach's α) were 0.802 and 0.831, respectively. The program received positive feedback, revealing that the activity supported an ideal learning experience for the development of medical humanities (mean values of items 1 to 4 were 4.3 ± 0.84, 4.4 ± 0.74, 4.6 ± 0.58, and 4.4 ± 0.75, respectively). The satisfaction with the exhibitions was 93%. Conclusions: The humanities program used in this study inspired higher interest and a better understanding of medical and nursing history among attendees. Besides, discussions and reflections inspired participants to discover greater compassion for their patients. A curriculum that can develop and reinforce empathy benefits all medical practitioners.

First Page

160

Last Page

172

DOI

10.6145/jme.202209_26(3).0003

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