Ilcewicz Haley N, Poirier Therese I, Pailden Junvie
Southern Illinois University Edwardsville School of Pharmacy, 200 University Park, Edwardsville, IL 62025, United States.
Department of Mathematics and Statistics, Southern Illinois University Edwardsville, Box 1653, Edwardsville, IL 62026, United States.
Curr Pharm Teach Learn. 2018 Nov;10(11):1456-1465. doi: 10.1016/j.cptl.2018.08.010. Epub 2018 Sep 5.
The purpose of this study was to use a mixed-methods approach to provide evidence for growth in empathy, respect for patient autonomy, ability to relate to others, and self-awareness as a result of participating in a health humanities course.
The mixed-methods approach gathered quantitative data using a quasi-experimental design of a pre/post course survey and qualitative data from reflective writings and student papers. The reflective writings and student papers were evaluated using an adapted rubric to assess the quality of the reflections on measures of empathy, respect for patient autonomy, ability to relate to others, and self-awareness.
Twenty-five students were enrolled in the course. Matched pair data was available from 22 students (88% response rate) for the quantitative survey data. Qualitative data was available from all 25 participants. The pre- and post-course surveys revealed a statistically significant increase in empathy (p < 0.001) as a result of completing the health humanities course. The final written report contained the highest quality of reflections compared to all other reflective writing assignments. Evidence for understanding empathy was prominent in the final written report.
The evaluation of development of interpersonal skills through use of health humanities resources may be reproduced by using a mixed-methods assessment approach. The quantitative and qualitative data presented provide some evidence for enhancing awareness and understanding of empathy, particularly by utilizing health humanities resources in an undergraduate interdisciplinary seminar course.
本研究的目的是采用混合方法，为参与健康人文学课程后同理心、对患者自主性的尊重、与他人建立关系的能力以及自我意识的提升提供证据。
混合方法采用准实验设计，通过课程前后的调查问卷收集定量数据，并从反思性写作和学生论文中收集定性数据。反思性写作和学生论文使用经过改编的评分标准进行评估，以评估在同理心、对患者自主性的尊重、与他人建立关系的能力以及自我意识等方面的反思质量。
25名学生参加了该课程。定量调查数据有来自22名学生的配对数据（回复率88%）。定性数据来自所有25名参与者。课程前后的调查显示，完成健康人文学课程后，同理心有统计学上的显著提高（p<0.001）。与所有其他反思性写作作业相比，最终书面报告包含了最高质量的反思。在最终书面报告中，对同理心理解的证据很突出。
通过使用混合方法评估途径，可以重现利用健康人文学资源对人际技能发展的评估。所呈现的定量和定性数据为增强对同理心的认识和理解提供了一些证据，特别是在本科跨学科研讨课程中利用健康人文学资源。
