Lahti Elizabeth, Lanocha Natalie, Vasquez Guzman Cirila Estela, Pierce Pamela, Chan Candace, Breidenbach Andrew Lee, Abia-Smith Lisa
Division of Hospital Medicine, Oregon Health & Science University, Portland, OR, USA.
Division of General Pediatrics, Oregon Health & Science University, Portland, OR, USA.
Soc Sci Med. 2025 Feb;366:117645. doi: 10.1016/j.socscimed.2024.117645. Epub 2024 Dec 19.
To create and implement a Whole Personhood in Medical Education curriculum including Visual Thinking Strategies (VTS), close reading, and creative practice that features creative works by BIPOC, persons with disability, and/or LGBTQ + individuals that aligns with educational competencies.
Curriculum design by an interdisciplinary team made up of physician educators, medical sociologist, digital collection librarian, and art museum educators. Prospective single arm intervention study at a single site academic teaching hospital. Utilized pre-post surveys using the Interpersonal Reflexivity Index (IRI) scale on perspective taking, an internally developed ordinal scale survey on arts integration and bias recognition, and open-ended questions for qualitative analysis.
A total of 161 participants responded and showed statistically significant increases in their mean scores in perspective-taking (4.7%), empathic concern (1.8%), the perceived value of art in medical education (15.8%) and recognizing bias (6.1%). In all subscales, non-white students saw bigger increases than white students, and in three of four subscales, females showed higher increases than males. Qualitative analysis of free text responses (n = 308) showed three emergent themes: (1) increased community; (2) recognition of bias in personal, interpersonal, and system levels; and (3) increased awareness of application of empathy and perspective taking in health settings.
Incorporating a required curriculum that features art and written narratives by minoritized groups and utilizes close observation/reading and reflective/creative practice, leads to an enhanced medical education experience. The curriculum leads to statistically significant increase in individuals' ability to identify bias, recognize perspectives different than their own, and be empathetic toward others.
创建并实施一个医学教育课程中的全人教育课程体系，该体系包括视觉思维策略（VTS）、精读和创意实践，其特色是有来自黑人、原住民及有色人种（BIPOC）、残疾人士和/或 LGBTQ + 群体的创意作品，并与教育能力相契合。
由医师教育工作者、医学社会学家、数字馆藏馆员和艺术博物馆教育工作者组成的跨学科团队进行课程设计。在一家单中心学术教学医院进行前瞻性单臂干预研究。使用人际反思指数（IRI）量表进行前后测调查，以评估换位思考能力，使用内部开发的有序量表调查艺术整合和偏见识别情况，并设置开放式问题进行定性分析。
共有161名参与者做出回应，结果显示他们在换位思考（4.7%）、共情关注（1.8%）、医学教育中艺术的感知价值（15.8%）和偏见识别（6.1%）方面的平均得分有统计学意义的提高。在所有子量表中，非白人学生的得分增幅大于白人学生，在四个子量表中的三个中，女性的得分增幅高于男性。对自由文本回复（n = 308）的定性分析显示出三个新出现的主题：（1）社区感增强；（2）在个人、人际和系统层面识别偏见；（3）在健康环境中应用共情和换位思考的意识增强。
纳入一门以少数群体的艺术和书面叙事为特色，并采用密切观察/阅读以及反思/创意实践的必修课程，可提升医学教育体验。该课程在统计学上显著提高了个人识别偏见、认识不同于自己的观点以及对他人产生共情的能力。
