Health Humanities curriculum and evaluation in health professions education: a scoping review

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dc.contributor.authorCarr, Sandra E
dc.contributor.authorNoya, Farah
dc.contributor.authorPhillips, Brid
dc.contributor.authorHarris, Anna
dc.contributor.authorScott, Karen
dc.contributor.authorHooker, Claire
dc.contributor.authorMavaddat, Nahal
dc.contributor.authorAni-Amponsah, Mary
dc.contributor.authorVuillermin, Daniel M
dc.contributor.authorReid, Steve
dc.contributor.authorBrett-MacLean, Pamela
dc.date.accessioned2021-11-22T08:51:54Z
dc.date.available2021-11-22T08:51:54Z
dc.date.issued2021-11-10
dc.date.updated2021-11-14T04:12:09Z
dc.description.abstractBackground The articulation of learning goals, processes and outcomes related to health humanities teaching currently lacks comparability of curricula and outcomes, and requires synthesis to provide a basis for developing a curriculum and evaluation framework for health humanities teaching and learning. This scoping review sought to answer how and why the health humanities are used in health professions education. It also sought to explore how health humanities curricula are evaluated and whether the programme evaluation aligns with the desired learning outcomes. Methods A focused scoping review of qualitative and mixed-methods studies that included the influence of integrated health humanities curricula in pre-registration health professions education with programme evaluate of outcomes was completed. Studies of students not enrolled in a pre-registration course, with only ad-hoc health humanities learning experiences that were not assessed or evaluated were excluded. Four databases were searched (CINAHL), (ERIC), PubMed, and Medline. Results The search over a 5 year period, identified 8621 publications. Title and abstract screening, followed by full-text screening, resulted in 24 articles selected for inclusion. Learning outcomes, learning activities and evaluation data were extracted from each included publication. Discussion Reported health humanities curricula focused on developing students’ capacity for perspective, reflexivity, self- reflection and person-centred approaches to communication. However, the learning outcomes were not consistently described, identifying a limited capacity to compare health humanities curricula across programmes. A set of clearly stated generic capabilities or outcomes from learning in health humanities would be a helpful next step for benchmarking, clarification and comparison of evaluation strategy.en_US
dc.identifier.citationBMC Medical Education. 2021 Nov 10;21(1):568
dc.identifier.citationBMC Medical Education. 2021 Nov 10;21(1):568
dc.identifier.urihttps://doi.org/10.1186/s12909-021-03002-1
dc.identifier.urihttp://hdl.handle.net/11427/35330
dc.language.isoenen_US
dc.language.rfc3066en
dc.publisher.departmentDepartment of Medicineen_US
dc.publisher.facultyFaculty of Health Sciencesen_US
dc.rights.holderThe Author(s)
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en_US
dc.sourceBMC Medical Educationen_US
dc.source.journalissue1en_US
dc.source.journalvolume21en_US
dc.source.pagination568en_US
dc.subjectHealth professions educationen_US
dc.subjectMedical Humanitiesen_US
dc.subjectHealth Humanitiesen_US
dc.subjectCurriculum evaluationen_US
dc.subjectScoping reviewen_US
dc.titleHealth Humanities curriculum and evaluation in health professions education: a scoping reviewen_US
dc.typeJournal Articleen_US
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