Undergraduate Medical Education, Schulich School of Medicine & Dentistry, Western University, Ontario, Canada.
Department of Medicine, CERI, Schulich School of Medicine & Dentistry, Western University, Ontario, Canada.
Can Med Educ J. 2024 Feb 29;15(1):6-14. doi: 10.36834/cmej.77005. eCollection 2024 Feb.
Arts and Humanities (A/H) training is a powerful strategy to help medical students develop key competencies which align with the CanMEDS roles that Canadian physicians are expected to embody. Students with backgrounds in A/H may enter medical school with the skills and dispositions that A/H training provides. This paper explores the varied experiences of medical students with prior A/H backgrounds, with an emphasis on how they navigate relationships with their student cohorts and participate in undergraduate medical training environments.
Descriptive qualitative research methodology was used to conduct and analyze semi-structured interviews exploring the perspectives of Canadian medical students with either a A/H degree or training in A/H ( 13). Domains such as identity, integration of interests, and challenges in maintaining A/H interests during medical training were explored.
Participants described their A/H identity as intertwined with their identity as medical trainees and described their sense of interconnection between the disciplines. Challenges included imposter syndrome and difficulties in relating with peers from science backgrounds. Participants described returning to their A/H interests as a tool for wellness amidst medical training.
Medical students with a background in A/H training describe this background as offering both affordances and challenges for their sense of identity, belonging, and wellness. These students offer an untapped resource: they come with dispositions of value to medicine, and they perceive a positive, hidden A/H curriculum that supports their maintenance of these dispositions during training. Understanding more about these hidden treasures could help foster the development of well-rounded and humanistic physicians in the entire medical class.
艺术与人文（A/H）培训是帮助医学生发展与加拿大医生应具备的 CanMEDS 角色相一致的关键能力的有力策略。具有 A/H 背景的学生可能具备 A/H 培训提供的技能和特质进入医学院。本文探讨了具有先前 A/H 背景的医学生的各种经历，重点关注他们如何处理与同学的关系以及参与本科医学培训环境。
采用描述性定性研究方法对加拿大医学生进行半结构化访谈，探讨他们的观点，这些医学生要么拥有 A/H 学位，要么接受过 A/H 培训（13）。探索了身份、兴趣融合以及在医学培训期间维持 A/H 兴趣方面的挑战等领域。
参与者将他们的 A/H 身份描述为与他们作为医学受训者的身份交织在一起，并描述了他们在学科之间的联系感。挑战包括冒名顶替综合症和与来自科学背景的同龄人难以建立关系的困难。参与者描述说，在医学培训期间，他们回归 A/H 兴趣是一种保持健康的工具。
具有 A/H 培训背景的医学生描述说，这种背景为他们的身份、归属感和健康感提供了既有利又有挑战的因素。这些学生提供了一种未开发的资源：他们具有对医学有价值的特质，并且他们认为存在一个积极的、隐藏的 A/H 课程，在培训期间支持他们维持这些特质。更多地了解这些隐藏的宝藏可以帮助培养整个医学专业全面发展和富有人文精神的医生。
