Narratives of Mental Illness and Well-being: A 6-Week Course Aiming to Improve Medical Student Empathy and Resilience Through the Creative Arts.

IF 2.2 4区医学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Academic Psychiatry Pub Date : 2024-11-11 DOI:10.1007/s40596-024-02088-1

Charlotte Pierce, Jacob Appel, Timothy Rice

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引用次数: 0

Abstract

Objective: Narratives of mental illness and well-being are difficult to communicate in medical education. The arts convey these narratives and may strengthen medical student capabilities.

Methods: This study evaluated the efficacy of a 2021 6-week seminar-style course for medical students focused on five mental states through the lens of visual arts, film, and literature to impact student capabilities. Pre- and post-course administration of standardized rating scales, including the Jefferson Scale of Empathy Medical Students (JSE-S), the Groningen Reflection Ability Scale (GRAS), and the Connor-Davidson Resilience Scale (CD-RISC), measured course impact on medical student empathy, reflective functioning, and resiliency, respectively. Administration of these scales on a matched control group of students not enrolled in the course served for comparison.

Results: Pre- and post-course survey data demonstrates that the course improves at levels of statistical significance medical students' empathy (JSE-S score 77.50 SD = 15.76 improving to 93.80 SD 20.92, p = 0.0068, t = 4.19, df = 4) and resilience (CD-RISC score 65.83 SD = 14.36 improving to 78.60 SD = 10.92, p = 0.0137, t = 4.19, df = 4), but not reflective functioning (GRAS score 91 SD = 9.14 improving to 95.20 SD = 10.06, p = 0.1444, t = 1.81, df = 4). The control group showed no statistically significant differences pre- and post-course.

Conclusions: Limitations notwithstanding, this study suggests that the analysis of film, literature, and visual art may improve medical students' empathy and resilience. Future studies may explore reproducibility among larger sample sizes at differing institutions and curricula as well as downstream effects on patient care and well-being.

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精神疾病与幸福的叙事：为期六周的课程，旨在通过创造性艺术提高医学生的同理心和复原力。

目的：在医学教育中，有关精神疾病和幸福的叙述很难传达。艺术可以传达这些叙事，并增强医学生的能力：本研究评估了 2021 年为医科学生开设的为期 6 周的研讨式课程的效果，该课程通过视觉艺术、电影和文学的视角聚焦五种精神状态，从而影响学生的能力。在课程前和课程后实施标准化评分量表，包括杰斐逊医学生移情量表（JSE-S）、格罗宁根反思能力量表（GRAS）和康纳-戴维森复原力量表（CD-RISC），分别测量课程对医学生移情能力、反思功能和复原力的影响。对未参加该课程的学生组成的匹配对照组实施这些量表进行比较：结果：课程前和课程后的调查数据显示，该课程对医学生移情能力（JSE-S 得分 77.50 SD = 15.76，提高到 93.80 SD 20.92，p = 0.0068，t = 4.19，df = 4）和恢复能力（CD-RISC 得分 65.83 SD = 14.36，提高到 78.60 SD = 10.92，p = 0.0137，t = 4.19，df = 4），但反映功能（GRAS 分数 91 SD = 9.14，提高到 95.20 SD = 10.06，p = 0.1444，t = 1.81，df = 4）没有提高。对照组在课程前后无明显统计学差异：尽管存在局限性，但本研究表明，对电影、文学和视觉艺术的分析可提高医学生的移情能力和应变能力。未来的研究可能会探讨不同院校和课程中更大样本量的可重复性，以及对病人护理和福祉的下游影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Academic Psychiatry Multiple-

CiteScore

3.60

自引率

20.00%

发文量

157

期刊介绍： Academic Psychiatry is the international journal of the American Association of Chairs of Departments of Psychiatry, American Association of Directors of Psychiatric Residency Training, Association for Academic Psychiatry, and Association of Directors of Medical Student Education in Psychiatry. Academic Psychiatry publishes original, scholarly work in psychiatry and the behavioral sciences that focuses on innovative education, academic leadership, and advocacy. The scope of the journal includes work that furthers knowledge and stimulates evidence-based advances in academic psychiatry in the following domains: education and training, leadership and administration, career and professional development, ethics and professionalism, and health and well-being.