Beyond empathy: a qualitative exploration of arts and humanities in pre-professional (baccalaureate) health education

• DOI: 10.1007/s10459-020-09964-z
• Publication Date: 2020-02-25T08:02:36Z
• Authors: Marcela Costa; Emilia Kangasjarvi; Andrea Charise
• Keywords: Thematic Analysis; Medical humanities

Abstract For nearly four decades, researchers have explored the integration of arts and humanities content into health professions education (HPE). However, enduring controversies regarding purpose, efficacy, implementation initiatives suggest that timing context trainees’ exposure to such is a key, but seldom considered, factor. To better understand affordances introducing humanities-based curriculum prior HPE admissions gateway, we conducted qualitative instrumental case study with participants from Canada’s first Health Humanities baccalaureate program. Fully anonymized transcripts semi-structured interviews (n = 11) focus groups 14) underwent an open-coding procedure for thematic narrative analysis reveal three major temporal domains described experience (i.e., to, during , following their participation in 12-week semester-long “Introduction Humanities” course). Our findings demonstrate perceptions arts- are generated well advance admission. Among other findings, define new concept—epistemological multicompetence—to describe participants’ emergent capability toggle between (and advocate role of) multiple disciplines, particularly, health-related teaching learning at pre-professional level. Improved coordination curricula may therefore enhance development capabilities associated humanities, including: epistemological multicompetence, aesthetic sensibility, sought-after qualities candidates. In conclusion, attending gateway presents new, capabilities-driven approach enhancing both critical understanding humanities’ role, effects across “life course” education.