印度班加罗尔一所医学院的本科生通过创新的 "选修学习模块 "学习医学社会学,将人文学科与医学相结合。

Nisha Gomes, Vidya Harikumar, James Joseph, Aparna Mohapatra, Amal Rai, Siddharth Senthil, Namitha Varughese, Prem Mony
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引用次数: 0

摘要

背景 新推出的 "选修课程 "是医学本科课程最后阶段的一个自愿特别学习模块,为沉浸式自主学习提供了新的机会。我们介绍了一个通过在医学中创新使用人文学科来学习 "医学社会学 "的学习计划。方法 我们的选修模块名为 "社区健康与摇滚音乐"(CHaRM),是一个为期两周的课程,将社区健康的课程科目与 "摇滚音乐 "相结合,让学生接触医学界以外的 "反主流文化"。为期半天的课程包括:(i) 观看/聆听摇滚歌曲视频,但不读歌词;(ii) 再次聆听同一首歌,但读出歌词;(iii) 开展一项激发情感的活动(观看电影、实地考察等);(iv) 汇报情况,以确定/讨论健康的基本社会决定因素及其与培养具有社会意识的医学生的相关性。形成性评估旨在衡量情感领域(态度/情绪)的表达水平。结果 143 名学生中有 7 名自愿参加了该计划。主要学习内容包括:清楚地认识到健康的社会决定因素(如贫困/歧视/社会结构);疾病的多层次成因;传统医学课程中未涉及的社会问题;个人成长;团队合作;以及同理心在医学实践中的作用。其他学习内容还包括接触 "反艺术文化"。所有 7 个学生的评估结果均 "达到预期",其中 4 个学生的评估结果 "超出预期"。结论 将人文学科与医学相结合的 "选修课程 "可能是一种创新的、以学生为中心的、可复制的学习模式,对受训医生的情感领域至关重要。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Learning medical sociology through an innovative 'Elective study module' integrating humanities with medicine for undergraduate students of a medical college in Bengaluru, India.

Background The newly introduced 'Elective programme', a voluntary special study module in the final phase of the undergraduate medical curriculum, offers scope for new immersive, self-directed learning opportunities. We describe a programme of study for learning 'medical sociology' through the innovative use of humanities in medicine. Methods Our elective module, called 'Community Health and Rock Music' (CHaRM), was a 2-week programme, merging the curricular subject of community health with 'rock music' as an exposure to the 'counter-culture' outside of the medical world. The half-day sessions consisted of: (i) watching/listening to a rock song-video without reading its lyrics; (ii) listening to the same song again but with lyrics; (iii) undertaking an emotionally stimulating activity (watching a movie, making a site-visit, etc.); and (iv) debriefing, to identify/discuss the underlying social determinants of health and their relevance in the grooming of a socially aware medical student. Formative assessment was intended to gauge levels of expression of the affective domain (attitude/emotions). Results Seven of 143 students volunteered for this programme. Key learnings were a clear appreciation of the societal determinants of health (such as deprivation/discrimination/social structures); multi-level causation of diseases; social issues not addressed in traditional medical curriculum; personal growth; teamwork; and the role of empathy in medical practice. Additional learning was the exposure to the 'counter-culture of arts'. All 7 student assessments 'met expectation', with 4 of them 'exceeding expectation'. Conclusion An 'elective programme' combining humanities with medicine is potentially an innovative, student-centric and replicable model of learning that impacts the affective domain critical for doctors-in-training.

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