Final Degree Projects on Humanities in Three Studies of Health Sciences
Abstract Educational authorities recommend the incorporation of humanities into the curricula of health science programs to enhance the education of their graduates. The aim of this study was to determine the number of final degree projects focused on humanities in three health science programs. All final degree projects completed during 7 cohorts (2013-2020) in the Human Biology and Medicine programs at Pompeu Fabra University, and during 6 cohorts (2015-2021) in the Medicine program at an affiliated teaching unit of the Autonomous University of Barcelona were reviewed. The volume of humanities-based final degree projects was modest in the two Medicine programs (less than 10%) and higher in the Human Biology program (15.5%). The majority of the projects addressed topics of social interest. Additionally, in all three programs, projects were carried out on issues affecting the students themselves, as well as on teaching-related subjects and the use of movies or TV series to enhance learning. Encouragement is given to cultivate a stronger interest in pursuing undergraduate projects centered around humanistic themes.
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Baños J-E, Guardiola E. How could the humanities contribute to better training of physicians? En: Orefice, Baños J-E. The reole of humanities in the teaching of medical students. Barcelona: Fundación Dr. Antoni Esteve; 2018. p. 24-38.
Jones EK, Kumagai AK, Kittendord AI. Through another lens: the humanities and social sciences in the making of physicians. Med. Educ. 2019; 53(4): 328-330. https://onlinelibrary.wiley.com/doi/10.1111/medu.13817
Wald HS, McFarland J, Markovina I. Medical humanities in medical education and practice. Med. Teach. 2019; 41(5): 492-496. https://www.tandfonline.com/doi/abs/10.1080/0142159X.2018.1497151?journalCode=imte20
Orefice C, Pérez J, Baños J-E. The presence of humanities in the curricula of medical students in Italy and Spain. Educ. Med. 2019; 20 (Supl 1): 79-86. https://www.elsevier.es/es-revista-educacion-medica-71-articulo-the-presence-humanities-in-curricula-S1575181318300056
Lara Muñoz P, Millán Nuñez-Cortes J. Estándares para la educación médica en el grado: 10 claves para el futuro. Educ. Med. 2023; 24: Artículo 100780. https://www.elsevier.es/es-revista-educacion-medica-71-estadisticas-S1575181322000729
Pérez J, Aramburu J, Bofill-Ródenas AM, Elorduy M, Escribano J, Girvent M, Luque MP, Nolla JM, Pérez RM, Sabench F, Solanas M, Vilaseca JM. Propuesta para mejorar la formación en profesionalismo y en competencias transversales en los estudios de medicina de las universidades de Cataluña. FEM. 2023; 26(2): 49-58. https://scielo.isciii.es/pdf/fem/v26n2/2014-9832-fem-26-2-49.pdf
Bordallo J, Cantabrana B, Hidalgo A. Papel de la literatura en la formación del médico. Una experiencia en el segundo curso del grado en Medicina en la Universidad de Oviedo. FEM. 2016; 19: 301-310. https://scielo.isciii.es/pdf/fem/v19n6/original4.pdf
Torrens M, Farré M, Fonseca F, Baños J-E. Literature as a teaching tool for medical students. En: Orefice, Baños J-E. The reole of humanities in the teaching of medical students. Barcelona: Fundación Dr. Antoni Esteve; 2018. p. 60-67.
Hidalgo A, Bordallo J, Cantabrana B. Utilidad potencial de las artes visuales en la enseñanza de la medicina. Educ. Med. 2018; 19 (Supl 3): 284-293. https://www.elsevier.es/es-revista-educacion-medica-71-articulo-utilidad-potencial-artes-visuales-ensenanza-S157518131730147X
Heyn R. The art of observation, from visual artworks to medical diagnosis: initial experience at Sapienza University of Rome. En: Orefice, Baños J-E. The reole of humanities in the teaching of medical students. Barcelona: Fundación Dr. Antoni Esteve; 2018. p. 116-125.
Pérez J, Aramburu J, Baños J-E, Bosch F, Díez J, Farré M, et al. Uso del cine comercial como herramienta docente en estudios en ciencias de la salud. Una experiencia multidisciplinar y colectiva. FEM. 2014; 17(3): 131-135. https://scielo.isciii.es/pdf/fem/v17n3/colaboracion.pdf
Farré M, Papaseit E, Pérez-Mañá C, Torrens M, Baños J-E. Using popular movies in teaching: the case of pharmacology. En: Orefice, Baños J-E. The reole of humanities in the teaching of medical students. Barcelona: Fundación Dr. Antoni Esteve; 2018. p. 96-103.
Pérez J, Baillès E. Uso del cine comercial en la enseñanza de Psicología para estudiantes de Medicina y de Biología. Rev. Med. Cine. 2020; 16 (4): 297-305. https://revistas.usal.es/cinco/index.php/medicina_y_cine/article/view/rmc2020164297305/24617
Cambra-Badii I, Farré M, Pérez J. En El filo de la duda: investigación epidemiológica y aspectos bioéticos y psicológicos en la pandemia de VIH. Rev. Med. Cine. 2020; 16(e): 4011-427. https://revistas.usal.es/cinco/index.php/medicina_y_cine/article/view/rmc202016e411427/25349
Cambra-Badii I, Francés ML, Videla S, Farré M, Montané E, Blázquez F, Baños JE. Cinemeducation in clinical pharmacology: using cinema to help students learn about pharmacovigilance and adverse drug reactions. Eur. J. Clin. Pharmacol. 2020; 76(12):1653-1658. https://link.springer.com/article/10.1007/s00228-020-02985-y
Cambra-Badii I, Moyano-Claramunt E, Mir-García J, Baños JE. Teaching bioethical issues of COVID-19 pandemic through cinemeducation: a pilot study. Int. J. Educ. Pract. 2023; 11(3):339-350. https://archive.conscientiabeam.com/index.php/61/article/view/3374/7563
Rey Torné U, López Guimet J, Jansà Mas A, Pardo Pastor C, Valmaseda Freixa A, Pérez J. Cine y Biología: Una experiencia docente realizada por los estudiantes. Rev. Med. Cine. 2013; 9(2): 82-87. https://revistas.usal.es/cinco/index.php/medicina_y_cine/article/view/13672/14012
Palés J, Cardellach F, Estrach MT, Gomar C, Gual A, Pons F, et al. Defining the learning outcomes of graduates from the medical school at the University of Barcelona (Catalonia, Spain). Med. Teach. 2004; 26(3): 239-243. https://www.tandfonline.com/doi/abs/10.1080/0142159042000192019
Palés-Argullós J, Nolla-Domenjó M. Competencias transversales, un tema pendiente en las facultades de medicina. FEM. 2016; 19(5): 227-228. https://scielo.isciii.es/pdf/fem/v19n5/en_editorial.pdf
Jones EK, Kumagai AK, Kittendord AI. Through another lens: the humanities and social sciences in the making of physicians. Med. Educ. 2019; 53(4): 328-330. https://onlinelibrary.wiley.com/doi/10.1111/medu.13817
Wald HS, McFarland J, Markovina I. Medical humanities in medical education and practice. Med. Teach. 2019; 41(5): 492-496. https://www.tandfonline.com/doi/abs/10.1080/0142159X.2018.1497151?journalCode=imte20
Orefice C, Pérez J, Baños J-E. The presence of humanities in the curricula of medical students in Italy and Spain. Educ. Med. 2019; 20 (Supl 1): 79-86. https://www.elsevier.es/es-revista-educacion-medica-71-articulo-the-presence-humanities-in-curricula-S1575181318300056
Lara Muñoz P, Millán Nuñez-Cortes J. Estándares para la educación médica en el grado: 10 claves para el futuro. Educ. Med. 2023; 24: Artículo 100780. https://www.elsevier.es/es-revista-educacion-medica-71-estadisticas-S1575181322000729
Pérez J, Aramburu J, Bofill-Ródenas AM, Elorduy M, Escribano J, Girvent M, Luque MP, Nolla JM, Pérez RM, Sabench F, Solanas M, Vilaseca JM. Propuesta para mejorar la formación en profesionalismo y en competencias transversales en los estudios de medicina de las universidades de Cataluña. FEM. 2023; 26(2): 49-58. https://scielo.isciii.es/pdf/fem/v26n2/2014-9832-fem-26-2-49.pdf
Bordallo J, Cantabrana B, Hidalgo A. Papel de la literatura en la formación del médico. Una experiencia en el segundo curso del grado en Medicina en la Universidad de Oviedo. FEM. 2016; 19: 301-310. https://scielo.isciii.es/pdf/fem/v19n6/original4.pdf
Torrens M, Farré M, Fonseca F, Baños J-E. Literature as a teaching tool for medical students. En: Orefice, Baños J-E. The reole of humanities in the teaching of medical students. Barcelona: Fundación Dr. Antoni Esteve; 2018. p. 60-67.
Hidalgo A, Bordallo J, Cantabrana B. Utilidad potencial de las artes visuales en la enseñanza de la medicina. Educ. Med. 2018; 19 (Supl 3): 284-293. https://www.elsevier.es/es-revista-educacion-medica-71-articulo-utilidad-potencial-artes-visuales-ensenanza-S157518131730147X
Heyn R. The art of observation, from visual artworks to medical diagnosis: initial experience at Sapienza University of Rome. En: Orefice, Baños J-E. The reole of humanities in the teaching of medical students. Barcelona: Fundación Dr. Antoni Esteve; 2018. p. 116-125.
Pérez J, Aramburu J, Baños J-E, Bosch F, Díez J, Farré M, et al. Uso del cine comercial como herramienta docente en estudios en ciencias de la salud. Una experiencia multidisciplinar y colectiva. FEM. 2014; 17(3): 131-135. https://scielo.isciii.es/pdf/fem/v17n3/colaboracion.pdf
Farré M, Papaseit E, Pérez-Mañá C, Torrens M, Baños J-E. Using popular movies in teaching: the case of pharmacology. En: Orefice, Baños J-E. The reole of humanities in the teaching of medical students. Barcelona: Fundación Dr. Antoni Esteve; 2018. p. 96-103.
Pérez J, Baillès E. Uso del cine comercial en la enseñanza de Psicología para estudiantes de Medicina y de Biología. Rev. Med. Cine. 2020; 16 (4): 297-305. https://revistas.usal.es/cinco/index.php/medicina_y_cine/article/view/rmc2020164297305/24617
Cambra-Badii I, Farré M, Pérez J. En El filo de la duda: investigación epidemiológica y aspectos bioéticos y psicológicos en la pandemia de VIH. Rev. Med. Cine. 2020; 16(e): 4011-427. https://revistas.usal.es/cinco/index.php/medicina_y_cine/article/view/rmc202016e411427/25349
Cambra-Badii I, Francés ML, Videla S, Farré M, Montané E, Blázquez F, Baños JE. Cinemeducation in clinical pharmacology: using cinema to help students learn about pharmacovigilance and adverse drug reactions. Eur. J. Clin. Pharmacol. 2020; 76(12):1653-1658. https://link.springer.com/article/10.1007/s00228-020-02985-y
Cambra-Badii I, Moyano-Claramunt E, Mir-García J, Baños JE. Teaching bioethical issues of COVID-19 pandemic through cinemeducation: a pilot study. Int. J. Educ. Pract. 2023; 11(3):339-350. https://archive.conscientiabeam.com/index.php/61/article/view/3374/7563
Rey Torné U, López Guimet J, Jansà Mas A, Pardo Pastor C, Valmaseda Freixa A, Pérez J. Cine y Biología: Una experiencia docente realizada por los estudiantes. Rev. Med. Cine. 2013; 9(2): 82-87. https://revistas.usal.es/cinco/index.php/medicina_y_cine/article/view/13672/14012
Palés J, Cardellach F, Estrach MT, Gomar C, Gual A, Pons F, et al. Defining the learning outcomes of graduates from the medical school at the University of Barcelona (Catalonia, Spain). Med. Teach. 2004; 26(3): 239-243. https://www.tandfonline.com/doi/abs/10.1080/0142159042000192019
Palés-Argullós J, Nolla-Domenjó M. Competencias transversales, un tema pendiente en las facultades de medicina. FEM. 2016; 19(5): 227-228. https://scielo.isciii.es/pdf/fem/v19n5/en_editorial.pdf
Cambra-Badii, I., Farré, M., & Pérez, J. (2024). Final Degree Projects on Humanities in Three Studies of Health Sciences. Journal of Medicine and Movies, 20(1), 87–93. https://doi.org/10.14201/rmc.21458
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