Main Article Content
Background: Medical humanities is using subjects traditionally known as the humanities for specific purposes in education in medicine. A two-day medical humanities workshop was facilitated at JSS medical college, Mysuru, India on 9th and 10th March 2020.
Objectives: The authors obtained participant knowledge before and immediately post-conclusion of the workshop and their feedback regarding the workshop.
Methods: Participants’ knowledge was measured by asking them to answer true or false a set of twenty statements. Some statements were worded negatively, and their scores reversed when calculating the total score. Total scores pre and post-workshop were compared using appropriate statistical tests (p<0.05). Participant feedback about various facets of the workshop including venue, organization, facilitators, role-plays, activities related to paintings, home assignment, debate, and elicitation sessions were obtained. Free text comments were also invited.
Results: Thirty-four medical students (15 male and 19 female) participated. Most students were from Karnataka and the neighbouring Kerala state. The median total scores before and immediately following the workshop were 16.00 and 17.00. The increase was highly significant (p<0.001). The mean student ratings of all parameters were 3.8 and above. Role-plays and debates were the most enjoyable. A greater range of activities and more involvement of students from other institutions were suggested. A few other topics were recommended.
Conclusions: Participant feedback was positive. They wanted similar workshops in the future. The workshop could serve as a launchpad for a medical/health humanities module at the institution.
Sarvjanakari. List of MBBS medical colleges in India state-wise government and private; 2020. [Cited 2020 Nov 11]. Available:https://sarvjanakari.com/list-of-medical-colleges-in-india/
Supe A. Medical humanities in the undergraduate medical curriculum. Ind J Med Ethics. 2012;9:263-265.
Gupta R, Singh S, Kotru M. Reaching people through medical humanities: An initiative. J Educ Eval Health Prof. 2011;8:5.
Boal A. Theatre of the oppressed. 3rd Ed. London: Pluto Press; 2000.
Gupta S, Agrawal A, Singh S, Singh N. Theatre of the oppressed in medical humanities education: The road less travelled. Ind J Med Ethics. 2013;10:200-203.
Cccdc.in, [Homepage on the internet]. Centre for Community Dialogue and Change, Bengalaru, India. Theatre of the oppressed in medical humanities. [Cited 2020 Jun 30]. Available:http://www.ccdc.in/theatre-oppressed-medical-humanities.
Shankar R. Eleven years of the health humanities – A personal journey. Journal of KIST Medical College. 2019;1(1):67-9. [Cited 2020 Jun 30]. Available:https://kistmcth.edu.np/uploads/journal/file/23-view-point-56-1-10-20190128.pdf
Shankar PR, Rose C, Toor A. Student feedback about the medical humanities module in a Caribbean medical school. Education in Medicine Journal. 2016;8: 41-53.
Shankar PR. Developing and sustaining a medical humanities program at KIST Medical College, Nepal. Ind J Med Ethics. 2013;10:51-53.
Abdel-Halim RE, Alkattan KM. Introducing medical humanities in the medical curriculum in Saudi Arabia: A pedagogical experiment. Urol Ann. 2012;4:73-79.
Luttenberger K, Graessel E, Simon C, et al. From board to bedside – Training the communication competences of medical students with role plays. BMC Med Educ. 2014;14:135.
Acharya S, Shukla S, Acharya N, Vagha J. Role-play - An effective tool to teach clinical medicine. Journal of Contemporary Medical Education. 2014;2: 91-96.
Housen A. Aesthetic thought, critical thinking and transfer. Arts Learning Journal. 2002;18:1.
Reilly JM, Ring J. Visual thinking strategies: A new role for art in medical education. Fam Med. 2005;37:250-252.
Shankar PR, Piryani RM, Upadhyay-Dhungel K. Student feedback on the use of paintings in Sparshanam, the Medical Humanities module at KIST Medical College, Nepal. BMC Med Educ. 2011;11:9.
Shapiro J, Rucker L, Beck J. Training the clinical eye and mind: Using the arts to develop medical students’ observational and pattern recognition skills. Med Educ. 2006;40:263-268.
Albanese MA, Dast LC. Problem-based learning. In Walsh K (Ed.). Oxford textbook of medical education. DOI:10.1093/med/ 9780199652679.001.0001
Rudland J. Small group learning. In Walsh K (Ed.). Oxford textbook of medical education. DOI:10.1093/med/ 9780199652679.001.0001
Wear D, Aultman JM, Borges NJ. Retheorizing sexual harassment in medical schools: Women students’ perceptions at five US medical schools. Teach Learn Med. 2007;19:20-29.
Norman ID, Aikins M, Binka FM. Sexual harassment in public medical schools in Ghana. Ghana Medical Journal. 2013; 47:128-136.
Attitude, ethics and communication (AETCOM) competencies for the Indian medical graduate; 2018. [Cited 2020 Oct 30]. Available:http://tvmc.ac.in/tvmc/wp-content/uploads/2019/04/4-AETCOM-MODULE.pdf
Shankar PR. Medical humanities in medical colleges in India: Travellators and speed breakers. Archives of Medicine and Health Sciences. 2020;8:112-119.
Prabhu G. The disappearing act: Humanities in the medical curriculum in India. Ind J Med Ethics. 2019;4:194-198.
Espey E, Ogburn T, Chavez A, Qualls C, Leyba M. Abortion education in medical schools: A national survey. Am J Obstet Gynecol. 2005;192:640-3.
Sjostrom S, Essen B, Syden F, Gemzell-Danielsson K, Klingberg-Allvin M. Medical students’ attitudes and perceptions on abortion: A cross sectional survey among medical interns in Maharashtra, India. Contraception. 2014;90:42-46.