Student feedback on an inaugural medical humanities module at XUSOM, Aruba

Abstract

Introduction: Medical humanities (MH) are using subjects traditionally known as the humanities in the education of doctors. Xavier University School of Medicine admits students mainly from the United States (US) and Canada to the undergraduate medical (MD) course. In February 2013 a MH module was offered to the first semester (MD1) students using small group, active learning strategies. Objective: The present study was conducted to obtain student feedback on the module and suggestions for further improvement. Method: Feedback was obtained using a questionnaire during the first week of April 2013. Basic demographic information was noted. Respondents were asked to rate their enjoyment and perceived effectiveness of the module and of different learning activities. Their degree of agreement with a set of fifteen statements was also noted. The median scores were compared among different subgroups of respondents using appropriate tests. Result: Twenty-six of the 30 students (86.7%) participated. The median enjoyment and effectiveness scores were 4 (maximum 5). There were no differences according to respondent characteristics. The overall median score was 8 (maximum 10). The module was regarded as fun and engaging, and taught students how to empathize. Students identified most with the session on the medical student. They wanted shorter but more frequent sessions and wanted the facilitator to provide more background about the paintings shown and to mention different solutions/approaches to the problems presented in the role-plays. Conclusion: The authors have shown it is possible to have a MH module within the shortened curriculum in a Caribbean school. [ABSTRACT FROM AUTHOR]