Linking the Humanities With Clinical Reasoning: Proposing an Integrative Conceptual Model for a Graduate Medical...

Area of Science:

• Medical Education
• Humanities in Medicine
• Clinical Reasoning

Background:

• The role of humanities in medical education is often limited to empathy and wellness, not analytic skills.
• Humanities are not typically considered relevant for teaching medical reasoning or technical skills.

Purpose of the Study:

• To propose an integrative model linking clinical reasoning with humanistic analysis.
• To explore the value of humanities in enhancing analytic thinking in medical learners.
• To present preliminary findings from a pilot curriculum integrating humanities into medical education.

Main Methods:

• Developed an integrative conceptual model connecting clinical reasoning and humanistic analysis.
• Implemented a pilot curriculum during internal medicine morning report.
• Conducted preliminary qualitative analysis of transcripts from the pilot curriculum.

Main Results:

• A thought process analogous to clinical reasoning was identified in guided analyses of humanities works.
• Participants demonstrated simultaneous analytic and intuitive thinking.
• Ambiguity and intuition emerged as key themes, suggesting humanities' potential for exploring clinical ambiguity.

Conclusions:

• The humanities offer a complementary platform for medical education, enhancing analytic thinking.
• Preliminary findings support the feasibility and promise of integrating humanities into medical training.
• Further research and curriculum refinement are needed for broader implementation in graduate medical education.