Humanism in global oncology curricula: an emerging priority
| العنوان: | Humanism in global oncology curricula: an emerging priority |
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| المؤلفون: | Rouhi Fazelad, Erik Driessen, Maria Athina Martimianakis, Meredith Giuliani, Janneke M. Frambach, Janet Papadakos, Michaela Broadhurst |
| المساهمون: | RS: SHE - R1 - Research (OvO), Onderwijsontw & Onderwijsresearch |
| المصدر: | Current Oncology Volume 27 Issue 1 Pages 5461-51 Current Oncology, 27(1), 46-51. Multimed Inc. |
| بيانات النشر: | Multimed Inc., 2020. |
| سنة النشر: | 2020 |
| مصطلحات موضوعية: | Oncology, Male, oncology education, MEDICAL PROFESSIONALISM, medicine.medical_specialty, media_common.quotation_subject, CULTURES, Context (language use), Empathy, Compassion, Global oncology curricula, Humanism, Medical Oncology, Altruism, context, humanism, 03 medical and health sciences, 0302 clinical medicine, Excellence, Internal medicine, Health care, medicine, Humans, 030212 general & internal medicine, Curriculum, media_common, education, business.industry, CARE, canmeds, FRAMEWORK, REFORM, 030220 oncology & carcinogenesis, Original Article, Female, business, professionalism |
| الوصف: | Introduction: Training in humanism provides skills important for improving the quality of care received by patients, achieving shared decision-making with patients, and navigating systems-level challenges. However, because of the dominance of the biomedical model, there is potentially a lack of attention to humanistic competencies in global oncology curricula. In the present study, we aimed to explore the incorporation of humanistic competencies into global oncology curricula. Methods: This analysis considered 17 global oncology curricula. A curricular item was coded as either humanistic (as defined by the iecares framework) or non-humanistic. If identified as humanistic, the item was coded using an aspect of humanism, such as Altruism, from the iecares framework. All items, humanistic and not, were coded under the canmeds framework using 1 of the 7 canmeds competency domains: Medical Expert, Communicator, Collaborator, Leader, Scholar, Professional, or Health Advocate. Results: Of 7792 identified curricular items in 17 curricula, 780 (10%) aligned with the iecares humanism framework. The proportion of humanistic items in individual curricula ranged from 2% to 26%, and the proportion increased from 3% in the oldest curricula to 11% in the most recent curricula. Of the humanistic items, 35% were coded under Respect, 31% under Compassion, 24% under Empathy, 5% under Integrity, 2% under Excellence, 1% under Altruism, and 1% under Service. Within the canmeds domains, the humanistic items aligned mostly with Professional (35%), Medical Expert (31%), or Communicator (25%). Conclusions: The proportion of humanistic competencies has been increasing in global oncology curricula over time, but the overall proportion remains low and represents a largely Western perspective on what constitutes humanism in health care. The representation of humanism focuses primarily on the iecares attributes of Respect, Compassion, and Empathy. |
| وصف الملف: | application/pdf |
| اللغة: | English |
| تدمد: | 1198-0052 |
| الوصول الحر: | https://explore.openaire.eu/search/publication?articleId=doi_dedup___::4d0fcedbde2ddf50f19f0056ed449f79Test https://doi.org/10.3747/co.27.5461Test |
| حقوق: | OPEN |
| رقم الانضمام: | edsair.doi.dedup.....4d0fcedbde2ddf50f19f0056ed449f79 |
| قاعدة البيانات: | OpenAIRE |
| تدمد: | 11980052 |
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