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Medical Students’ Exposure to the Humanities Correlates with Positive Personal Qualities and Reduced Burnout: A Multi-Institutional U.S. Survey

Mangione, Salvatore ; Chakraborti, Chayan ; Staltari, Giuseppe ; Harrison, Rebecca ; Tunkel, Allan ; Liou, Kevin ; Cerceo, Elizabeth ; Voeller, Megan ; Bedwell, Wendy ; Fletcher, Keaton ; Kahn, Marc

Journal of General Internal Medicine, 2018, Vol.33(5), pp.628-634 [Periódico revisado por pares]

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  • Título:
    Medical Students’ Exposure to the Humanities Correlates with Positive Personal Qualities and Reduced Burnout: A Multi-Institutional U.S. Survey
  • Autor: Mangione, Salvatore ; Chakraborti, Chayan ; Staltari, Giuseppe ; Harrison, Rebecca ; Tunkel, Allan ; Liou, Kevin ; Cerceo, Elizabeth ; Voeller, Megan ; Bedwell, Wendy ; Fletcher, Keaton ; Kahn, Marc
  • Assuntos: humanities ; empathy ; ambiguity ; burnout ; wisdom ; medical education
  • É parte de: Journal of General Internal Medicine, 2018, Vol.33(5), pp.628-634
  • Descrição: To access, purchase, authenticate, or subscribe to the full-text of this article, please visit this link: http://dx.doi.org/10.1007/s11606-017-4275-8 Byline: Salvatore Mangione (1), Chayan Chakraborti (2), Giuseppe Staltari (3), Rebecca Harrison (4), Allan R. Tunkel (5), Kevin T. Liou (6), Elizabeth Cerceo (7), Megan Voeller (8), Wendy L. Bedwell (9), Keaton Fletcher (10), Marc J. Kahn (11) Keywords: humanities; empathy; ambiguity; burnout; wisdom; medical education Abstract: Background Literature, music, theater, and visual arts play an uncertain and limited role in medical education. One of the arguments often advanced in favor of teaching the humanities refers to their capacity to foster traits that not only improve practice, but might also reduce physician burnout--an increasing scourge in today's medicine. Yet, research remains limited. Objective To test the hypothesis that medical students with higher exposure to the humanities would report higher levels of positive physician qualities (e.g., wisdom, empathy, self-efficacy, emotional appraisal, spatial skills), while reporting lower levels of negative qualities that are detrimental to physician well-being (e.g., intolerance of ambiguity, physical fatigue, emotional exhaustion, and cognitive weariness). Design An online survey. Participants All students enrolled at five U.S. medical schools during the 2014--2015 academic year were invited by email to take part in our online survey. Main Measures Students reported their exposure to the humanities (e.g., music, literature, theater, visual arts) and completed rating scales measuring selected personal qualities. Key Results In all, 739/3107 medical students completed the survey (23.8%). Regression analyses revealed that exposure to the humanities was significantly correlated with positive personal qualities, including empathy (p<0.001), tolerance for ambiguity (p<0.001), wisdom (p<0.001), emotional appraisal (p=0.01), self-efficacy (p=0.02), and spatial skills (p=0.02), while it was significantly and inversely correlated with some components of burnout (p=0.01). Thus, all hypotheses were statistically significant, with effect sizes ranging from 0.2 to 0.59. Conclusions This study confirms the association between exposure to the humanities and both a higher level of students' positive qualities and a lower level of adverse traits. These findings may carry implications for medical school recruitment and curriculum design. "[Science and humanities are] twin berries on one stem, grievous damage has been done to both in regarding [them]... in any other light than complemental." (William Osler, Br Med J. 1919 2:1--7). Author Affiliation: (1) 0000 0001 2166 5843, grid.265008.9, Sidney Kimmel Medical College of Thomas Jefferson University, 1001 Locust Street -- Suite 309C, Philadelphia, PA, 19107, USA (2) 0000 0001 2217 8588, grid.265219.b, Tulane University School of Medicine, 1430 Tulane Ave, SL-16, New Orleans, LA, 70112, USA (3) 0000 0001 0650 7433, grid.412689.0, Department of Otolaryngology and Head and Neck Surgery, University of Pittsburgh Medical Center, 203 Lothrop Street, Suite 519, Pittsburgh, PA, 15213, USA (4) 0000 0000 9758 5690, grid.5288.7, OHSU School of Medicine, 3181 SW Sam Jackson Park Rd, P ortland, OR, 97239, USA (5) 0000 0004 1936 9094, grid.40263.33, The Warren Alpert Medical School of Brown University, 222 Richmond Street, Room G-M143, Providence, RI, 02912, USA (6) Weill Cornell Internal Medicine Associates, 505 East 70th Street, Suite 4, New York, NY, 10021, USA (7) grid.411897.2, Cooper Medical School of Rowan University, 401 Broadway, Camden, NJ, 08103, USA (8) 0000 0001 2166 5843, grid.265008.9, Office of Student Life & Engagement, Thomas Jefferson University, 1020 Locust Street, Suite 163, Philadelphia, PA, 19107, USA (9) PACE Consulting Solutions, LLC, Palm Harbor, FL, 34683, USA (10) 0000 0001 2353 285X, grid.170693.a, Department of Psychology, University of South Florida, 4202 E Fowler Ave, Tampa, FL, 33620, USA (11) 0000 0001 2217 8588, grid.265219.b, Department of Medicine, Tulane University School of Medicine, 1430 Tulane Ave., 8010, New Orleans, LA, 70112, USA Article History: Registration Date: 13/12/2017 Received Date: 30/05/2017 Accepted Date: 04/12/2017 Online Date: 29/01/2018
  • Idioma: Inglês

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