Evaluation of learning outcomes of humanities curricula in medical students. A meta-review of narrative and systematic reviews.

Autor:	Coronado-Vázquez V; B21-20R Group, Instituto Aragonés de Investigaciones Sanitarias, University of Zaragoza, Zaragoza, Spain.; Las Cortes Health Centre, Madrid Health Service, Madrid, Spain.; Faculty of Medicine, Universidad Francisco de Vitoria, Madrid, Spain., Antón-Rodríguez C; Faculty of Medicine, Universidad Francisco de Vitoria, Madrid, Spain., Gómez-Salgado J; Department of Sociology, Social Work and Public Health, Faculty of Labour Sciences, University of Huelva, Huelva, Spain.; Safety and Health Postgraduate Program, Universidad Espíritu Santo, Guayaquil, Ecuador., Ramírez-Durán MDV; Department of Nursing, University Centre of Plasencia, University of Extremadura, Plasencia, Spain., Álvarez-Montero S; Faculty of Medicine, Universidad Francisco de Vitoria, Madrid, Spain.
Jazyk:	angličtina
Zdroj:	Frontiers in medicine [Front Med (Lausanne)] 2023 Apr 17; Vol. 10, pp. 1145889. Date of Electronic Publication: 2023 Apr 17 (Print Publication: 2023).
DOI:	10.3389/fmed.2023.1145889
Abstrakt:	Objectives: To assess the expected learning outcomes of medical humanities subjects in medical studies curricula. To connect those expected learning outcomes with the types of knowledge to be acquired in medical education. Methods: Meta-review of systematic and narrative reviews. Cochrane Library, MEDLINE (Pubmed), Embase, CINAHL, and ERIC were searched. In addition, references from all the included studies were revised, and the ISI Web of Science and DARE were searched. Results: A total of 364 articles were identified, of which six were finally included in the review. Learning outcomes describe the acquisition of knowledge and skills to improve the relationship with patients, as well as the incorporation of tools to reduce burnout and promote professionalism. Programs that focus on teaching humanities promote diagnostic observation skills, the ability to cope with uncertainty in clinical practice, and the development of empathetic behaviors. Conclusion: The results of this review show heterogeneity in the teaching of medical humanities, both in terms of content and at the formal level. Humanities learning outcomes are part of the necessary knowledge for good clinical practice. Consequently, the epistemological approach provides a valid argument for including the humanities in medical curricula. Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. (Copyright © 2023 Coronado-Vázquez, Antón-Rodríguez, Gómez-Salgado, Ramírez-Durán and Álvarez-Montero.)
Databáze:	MEDLINE
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