Rosso Mattia, Greige Tatiana, Palmer Charles, Peng Greta Solinap, Ardakani Rumyar V, Frolov Alexander, George Manju, Carandang Raphael Arellano, Gheihman Galina, Stanley Michael P H
From the Department of Neurology (M.R., C.P.), Medical University of South Carolina, Charleston; Department of Neurology (T.G.), Boston Medical Center, MA; Department of Neurology (G.S.P.), University of California San Francisco; Department of Neurology (R.V.A.), University of Colorado Anschutz Medical Campus, Aurora; Department of Neurology (A.F., M.G.), The University of Texas Southwestern Medical Center, Dallas; Department of Neurology (R.A.C.), University of Massachusetts Medical School, Worcester; Mass General Brigham Neurology Residency Program (G.G.), Brigham and Women's Hospital and Massachusetts General Hospital, Boston; and Neurocognitive Division (M.P.H.S.), Tufts Medical Center, Boston.
Neurol Educ. 2024 Nov 14;3(4):e200178. doi: 10.1212/NE9.0000000000200178. eCollection 2024 Dec.
Perhaps stemming from the central role of detailed examinations and a focus on the subjective sphere that grounds their clinical practice, neurologists have frequently opined on experiences traditionally a province of humanities. The increasingly technological focus on medical education and care can be seen to devalue the subjective aspects of medicine. As a counter to this, we report on the existence of neurohumanities curricula within neurology residency training.
We conducted an exploratory descriptive analysis of a convenience sample of 6 neurology residency programs in the United States with neurohumanities curricula. We reported the objectives of each program and feedback from participants. Finally, we described and identified patterns within the curricula and participant feedback.
A shared feature of all programs was recency because all were started within the past decade. Seven sources of variability were timing, target audience, setting, scope of didactics, funding, regional differences, and objectives. The events ranged from mandatory to optional, from fully integrated in residency didactics to extracurricular. While residents were the primary audience across all programs, medical students and faculty were included as optional in some of the curricula. Objectives varied from clinical skill enhancement (e.g., improving observation through art), wellness (e.g., narrative medicine, self-reflection), to the scholarly exploration of the intersection between humanities and neuroscience.
Our findings illustrated different ways of integrating humanities into neurology residency training. We highlighted the diverse approaches and objectives adopted by each program, which ranged from pedagogy to wellness. We hope this preliminary study will serve as a first step in the broader assessment of the needs, which neurohumanities curricula can address within neurology training. We also hope that this will lead to more formal assessment of the possible benefits of such implementation, which may include reflecting on clinical practice, debriefing from stressful events, and engaging with humanities.
或许源于详细检查的核心作用以及对作为其临床实践基础的主观领域的关注，神经科医生经常对传统上属于人文学科范畴的经历发表意见。医学教育和护理日益以技术为重点，这可能会贬低医学的主观方面。作为对此的一种应对措施，我们报告了神经科住院医师培训中神经人文学科课程的存在情况。
我们对美国6个设有神经人文学科课程的神经科住院医师培训项目的便利样本进行了探索性描述性分析。我们报告了每个项目的目标以及参与者的反馈。最后，我们描述并确定了课程和参与者反馈中的模式。
所有项目的一个共同特点是时效性，因为所有项目都是在过去十年内启动的。存在七个变化来源，即时间安排、目标受众、设置、教学范围、资金、地区差异和目标。这些活动从强制性到可选性不等，从完全融入住院医师教学到课外安排。虽然住院医师是所有项目的主要受众，但在一些课程中，医学生和教员也作为可选对象被纳入。目标各不相同，从临床技能提升（例如，通过艺术提高观察力）、健康促进（例如，叙事医学、自我反思）到对人文学科与神经科学交叉领域的学术探索。
我们的研究结果说明了将人文学科融入神经科住院医师培训的不同方式。我们强调了每个项目采用的从教学法到健康促进等多样的方法和目标。我们希望这项初步研究将作为更广泛评估需求的第一步，神经人文学科课程可以在神经科培训中满足这些需求。我们还希望这将导致对这种实施可能带来的益处进行更正式的评估，这些益处可能包括反思临床实践、从压力事件中总结经验以及参与人文学科相关内容。
