The Healer's Art: professionalism, service and mission
Notice bibliographique
Résumé
Context and setting Under the influence of a hidden curriculum that often runs counter to humanistic values, students tend to adopt a professional stance that devalues the service impulse that brought many of them into medicine. The Healer's Art is an elective course in values education for Year 1 and 2 medical students that was developed in 1992 at the University of California, San Francisco (UCSF) and is currently taught at 33 schools in the USA and Canada. Why the idea was necessary Professionalism consists of more than expertise, technical competencies and ethics. It includes other meaningful but non-cognitive dimensions, such as values, service commitment, mission and the ability to establish a healing relationship. Instilling and strengthening professionalism may require a different educational approach than teaching professional expertise. While there are many calls to promote professionalism and student well-being, few educational strategies to address these deeper elements of professionalism have been evaluated or proven feasible nationally. What was done The Healer's Art includes 5 3-hour modules: Discovering and Nurturing your Wholeness; Sharing Loss and Honouring Grief (2 sessions); Beyond Analysis: Allowing Awe in Medicine; and Care of the Soul. Each module includes a brief faculty presentation and a guided reflection on personal experiences. Students then work in small groups of 4–5 students and 1 faculty doctor to share and examine what was discovered in the reflection. Students and faculty share as equals. Small groups agree on guidelines of interaction and confidentiality that allow each group member to feel heard, respected and safe. The Healer's Art is based on 4 educational concepts: medical education is a moral trajectory, and the curriculum not only informs but also transforms learners; meaning and values are antecedent of professionalism and professional commitment; values learning requires content to be engaged experientially using an interactive discovery model; and learners already know more than they realise about healing and the doctor−patient relationship. In sharing their stories, students and faculty directly experience basic principles of service and the healing relationship: safety, authentic listening and presence; intimacy, respect and trust; compassion and empathy; community, and commitment. Evaluation of results and impact The Healer's Art has attracted an average of 44% of the UCSF Year 1 class annually since 1992. The course is now offered at 33 medical schools in the USA and Canada. In 2003–04, standardised evaluations were collected from 23 of the 25 schools participating at the time, with 489 of 680 students (72.0%) and 88 of 174 faculty (50.1%) responding. Students rated the quality of the course highly (4.47 on a 5-point scale). Both students and faculty reported that the course provided important content not available elsewhere in the curriculum (4.59 and 4.76, respectively). Students and faculty reported using content from the course both professionally (65.7% and 75.0%, respectively) and personally (73.3% and 79.5%, respectively). There were no statistically significant differences in evaluations of either the uniqueness or utility of the course based on student age, year in school, gender or medical school. Further evaluation of the course's short- and longterm impact is ongoing.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».