ArticleThe Journal of medical humanities2020
Requiring the Healer's Art Curriculum to Promote Professional Identity Formation Among Medical Students.
Article in The Journal of medical humanities, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- Educational Interventions for Professional Identity Formation in Undergraduate Medical Education: A Scoping Review.Cureus · 2026Review
- Healer's Art in the Online Era: Successes, Challenges, and Implications.Medical science educator · 2025Article
- The impact of empathy on professional identity among Chinese junior male nurses: a moderated mediation model.Frontiers in psychology · 2025Article
- The association between empathy and artistic practice: a cross-sectional study with medical students.BMC medical education · 2024Article
- Pharmacy Students' Perceptions of the Pharmacist Role: An Arts-Informed Approach to Professional Identity Formation.Pharmacy (Basel, Switzerland) · 2023Article
- Article
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Authors and funding
5 authors.
Funding
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Abstract
The Healer's Art curriculum (HART) is one of the best-known educational strategies to support medical student professional identity formation. HART has been widely used as an elective curriculum. We evaluated students' experience with HART when the curriculum was required. All one hundred eleven members of the class of 2019 University of New Mexico School of Medicine students were required to enroll in HART. We surveyed the students before and after the course to assess its self-reported impact on key elements of professional identity formation such as empathy towards patients and peers, commitment to service, and burnout. A majority of students (n=53 of 92, 57.6%) reported positive effects of the course on their empathy towards other students. This finding was significantly associated with self-reported willingness to have elected the course had it not been required. One-half of respondents (n=46 of 92, 50.0%) reported positive effects on their empathy towards future patients. At least one-quarter to one-third of respondents reported positive influences on commitment to service, conceptions about being a physician, and self-perceived burnout. Students report benefits on their professional identity formation after participating in a required course on humanism. Empathy-building among peers is one valuable outcome of such curricula.
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