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Museum-Based Education in Health Professions Learning: A 5-Year Retrospective.

Kain Kim¹, Sujal Manohar², Meher Kalkat³

¹Emory University School of Medicine, Atlanta, Georgia, US.

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|December 2, 2024

Summary

This summary is machine-generated.

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Museum-based activities enhance health professions education by fostering resilience and patient-centered care. This study offers practical guidelines for implementing such programs, supporting the integration of arts and humanities in medical training.

Area of Science:

Medical Education
Arts and Humanities in Health

Background:

Growing evidence supports museum-based activities in health professions education.
Current implementation methods vary significantly across institutions.
Aims to align with recommendations from the Association of American Medical Colleges and National Academies of Sciences, Engineering, and Medicine.

Purpose of the Study:

To examine operational and logistical considerations for implementing museum-based programs in health professions education.
To provide adaptable guidelines for medical educators based on 5 years of institutional experience.

Main Methods:

Retrospective analysis of 5 years of museum-based program implementation at a large academic institution.
Examination of operational and logistical factors.

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Structuring recommendations by program form, audience, function, and evaluation.

Main Results:

Identified key considerations for program form, audience engagement, functional integration, and evaluation methods.
Highlighted the variability in current program styles and methods.
Provided a framework for developing broadly adoptable museum-based programs.

Conclusions:

Museum-based programs offer significant benefits for health professions learners, including improved resilience and patient-centered care.
Standardized guidelines are needed to facilitate wider adoption and consistent implementation.
This work offers a foundational framework for integrating arts and humanities into medical curricula.