Barron Lauren
Medical Humanities Program, Baylor University, One Bear Place Box #97202, Waco, TX, 76798, USA.
J Med Humanit. 2017 Dec;38(4):473-483. doi: 10.1007/s10912-017-9457-1.
This reflective essay is an attempt to organize trends in feedback I have observed during ten years of coursework, conversations, and correspondence with former students associated with the Medical Humanities Program at Baylor University. Over the years, recurrent themes arise when speaking with alumni about whether and how their medical humanities experience intersects with their current training. I have identified five particular domains in which baccalaureate medical humanities training affects students' subsequent healthcare professions training and practice: context and complementarity, clinical relevance, reflective practice, professional preparedness and vocational calling. I created an instrument of open-ended questions for each of these categories and posted it to social media with an invitation for alumni to respond. This informal survey was conceived as an exploratory exercise with the intent to help generate a foundation for more formal qualitative research in these five domains. In this essay, I offer my own reflections together with those of former students on the impact of baccalaureate-level medical humanities training in order to illustrate the benefits in each domain for subsequent healthcare training and practice. The need for qualitative research that explores the impact of baccalaureate medical humanities merits collaboration between multiple centers of investigation across many disciplines, and across the divide between premedical and medical educators.
这篇反思性文章旨在梳理我在过去十年的课程教学、交流以及与贝勒大学医学人文项目的往届学生通信过程中所观察到的反馈趋势。多年来，在与校友谈论他们的医学人文经历是否以及如何与当前培训相互交叉时，反复出现了一些主题。我确定了本科医学人文培训影响学生后续医疗保健专业培训和实践的五个特定领域：背景与互补性、临床相关性、反思性实践、专业准备和职业使命感。我针对每个类别创建了一份开放式问题的问卷，并将其发布到社交媒体上，邀请校友进行回复。这项非正式调查被视为一次探索性活动，旨在为这五个领域更正式的定性研究奠定基础。在本文中，我将分享自己以及往届学生对本科医学人文培训影响的思考，以说明每个领域对后续医疗保健培训和实践的益处。探索本科医学人文影响的定性研究需要多个跨学科研究中心以及医学预科教育者和医学教育者之间的合作。
