At the end of every month, The Arnold P. Gold Foundation compiles the Research Roundup, a list of recently published studies on humanism in medicine. If you would like to be notified each time these are published, send an email to email@example.com with the subject line “Subscribe RR”.
Summer in the Country: Changes in Medical Students’ Perceptions Following an Innovative Rural Community Experience
Kane KY, Quinn KJ, Stevermer JJ, Porter JL, Webb WD, Williamson HA Jr, Burdin J. Acad Med. 2013 Aug;88(8):1157-1163.
After second-year medical students spent the summer working alongside rural, community-based physician preceptors, they entered primary care and family medicine residencies at higher rates than nonparticipants.
Teaching Empathy to Medical Students: An Updated, Systematic Review
Batt-Rawden SA, Chisolm MS, Anton B, Flickinger TE. Acad Med. 2013 Aug;88(8):1171-1177.
Findings suggest that educational interventions can be effective in maintaining and enhancing empathy in undergraduate medical students.
Graduate medical education in humanism and professionalism: A needs assessment survey of Pediatric gastroenterology fellows
Garvey KC, Kesselheim JC, Herrick DB, Woolf AD, Leichtner AM. J Pediatr Gastroenterol Nutr. 2013 Jul 16.
A survey of 138 first- and second-year gastroenterology fellows showed that more than 70% desired formal education on competing demands of clinical practice vs. research, difficult doctor-patient relationships, depression/burnout, angry parents, medical errors, work-life balance, and the patient illness experience.
Who is that masked educator? Deconstructing the teaching and learning processes of an innovative humanistic simulation technique
McAllister M, Searl KR, Davis S. Nurse Educ Today. 2013 Jul 4.
This article provides a theoretical basis for how, why and when simulation learning has been effective and which aspects of the experience could be improved.
Teaching professionalism in medical education: A Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 25
Birden H, Glass N, Wilson I, Harrison M, Usherwood T, Nass D. Med Teach. 2013 Jul;35(7):e1252-66.
After reviewing 43 best-evidence papers, authors determined that role modelling and personal reflections are considered the most effective techniques for developing professionalism. However, the specifics of sequence, depth, detail, and the nature of how to integrate professionalism with other curriculum elements remain matters of evolving theory.
This post was written by Brandy King, Head of Information Services at The Arnold P. Gold Foundation Research Institute