医学教育中的整体人格:视觉思维策略,密切阅读和创造性实践,使用多样性和公平性镜头
Elizabeth Lahti1, Natalie Lanocha2, Cirila Estela Vasquez Guzman3
1Division of Hospital Medicine, Oregon Health & Science University, Portland, OR, USA.
这项研究表明,医学教育课程中的整体人格,以各种创作者的艺术为特色,显著改善了医学学生的同情心和偏见识别. 这种创新方法增强了对医疗保健专业人员至关重要的视角技能.
科学领域:
- 医学教育 医学教育
- 在医疗保健艺术整合.
- 健康的社会决定因素
背景情况:
- 传统的医学教育往往缺乏对整体发展和多样化的观点的关注.
- 整合艺术和人文学科可以培养未来医生的关键非认知技能.
- 解决偏见和促进同情心对于公平的医疗保健服务至关重要.
研究的目的:
- 开发和实施医疗教育课程中的整体人格.
- 该课程包括视觉思维策略 (VTS),密切阅读和创造性实践.
- 它以BIPOC,残疾人和/或LGBTQ+个人的创意作品为特色,以与教育能力保持一致.
主要方法:
- 一个跨学科的团队设计了课程.
- 一个前性的单臂干预研究在一个学术教学医院进行.
- 前后调查评估了视角采用 (人际灵活性指数),艺术融合,偏见识别和定性反.
主要成果:
- 161名参与者表现出对视角 (4.7%) 和同情关注 (1.8%) 的显著增加.
- 医学教育中对艺术的感知价值增加了15.8%,偏见识别增加了6.1%.
- 定性分析显示,社区,偏见识别和同理心应用的增加.
结论:
- 整体人格课程,以少数群体的艺术为特色,增强了医学教育.
- 该课程显著提高了参与者识别偏见和识别不同观点的能力.
- 这种方法促进了医疗学员更大的同情心和更全面的理解.
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