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

Abstract Background 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...

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Autores principales:	Sandra E. Carr, Farah Noya, Brid Phillips, Anna Harris, Karen Scott, Claire Hooker, Nahal Mavaddat, Mary Ani-Amponsah, Daniel M. Vuillermin, Steve Reid, Pamela Brett-MacLean
Formato:	article
Lenguaje:	EN
Publicado:	BMC 2021
Materias:	Health professions education Medical Humanities Health Humanities Curriculum evaluation Scoping review Special aspects of education LC8-6691 Medicine R
Acceso en línea:	https://doaj.org/article/48cf8b7955064a0db7726dee3e530884
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spelling	oai:doaj.org-article:48cf8b7955064a0db7726dee3e5308842021-11-14T12:42:58ZHealth Humanities curriculum and evaluation in health professions education: a scoping review10.1186/s12909-021-03002-11472-6920https://doaj.org/article/48cf8b7955064a0db7726dee3e5308842021-11-01T00:00:00Zhttps://doi.org/10.1186/s12909-021-03002-1https://doaj.org/toc/1472-6920Abstract Background 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.Sandra E. CarrFarah NoyaBrid PhillipsAnna HarrisKaren ScottClaire HookerNahal MavaddatMary Ani-AmponsahDaniel M. VuillerminSteve ReidPamela Brett-MacLeanBMCarticleHealth professions educationMedical HumanitiesHealth HumanitiesCurriculum evaluationScoping reviewSpecial aspects of educationLC8-6691MedicineRENBMC Medical Education, Vol 21, Iss 1, Pp 1-10 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Health professions education Medical Humanities Health Humanities Curriculum evaluation Scoping review Special aspects of education LC8-6691 Medicine R
spellingShingle	Health professions education Medical Humanities Health Humanities Curriculum evaluation Scoping review Special aspects of education LC8-6691 Medicine R Sandra E. Carr Farah Noya Brid Phillips Anna Harris Karen Scott Claire Hooker Nahal Mavaddat Mary Ani-Amponsah Daniel M. Vuillermin Steve Reid Pamela Brett-MacLean Health Humanities curriculum and evaluation in health professions education: a scoping review
description	Abstract Background 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.
format	article
author	Sandra E. Carr Farah Noya Brid Phillips Anna Harris Karen Scott Claire Hooker Nahal Mavaddat Mary Ani-Amponsah Daniel M. Vuillermin Steve Reid Pamela Brett-MacLean
author_facet	Sandra E. Carr Farah Noya Brid Phillips Anna Harris Karen Scott Claire Hooker Nahal Mavaddat Mary Ani-Amponsah Daniel M. Vuillermin Steve Reid Pamela Brett-MacLean
author_sort	Sandra E. Carr
title	Health Humanities curriculum and evaluation in health professions education: a scoping review
title_short	Health Humanities curriculum and evaluation in health professions education: a scoping review
title_full	Health Humanities curriculum and evaluation in health professions education: a scoping review
title_fullStr	Health Humanities curriculum and evaluation in health professions education: a scoping review
title_full_unstemmed	Health Humanities curriculum and evaluation in health professions education: a scoping review
title_sort	health humanities curriculum and evaluation in health professions education: a scoping review
publisher	BMC
publishDate	2021
url	https://doaj.org/article/48cf8b7955064a0db7726dee3e530884
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Health Humanities curriculum and evaluation in health professions education: a scoping review

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