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Teaching history in the digital age
\" Although many humanities scholars have been talking and writing about the transition to the digital age for more than a decade, only in the last few years have we seen a convergence of the factors that make this transition possible: the spread of sufficient infrastructure on campuses, the creation of truly massive databases of humanities content, and a generation of students that has never known a world without easy Internet access. Teaching History in the Digital Age serves as a guide for practitioners on how to fruitfully employ the transformative changes of digital media in the research, writing, and teaching of history. T. Mills Kelly synthesizes more than two decades of research in digital history, offering practical advice on how to make best use of the results of this synthesis in the classroom and new ways of thinking about pedagogy in the digital humanities\"-- Provided by publisher.
Book
Elevating Women’s Voices Within a Historically Male-Dominated Industry: A Traveling Exhibit Learning from the Past, Celebrating Progress in the Present, and Paving a Way for the Future
This article explores the development, impact, and educational significance of the traveling exhibit The Voices of Missouri Women in the Federal Reserve. Inspired by the pioneering journey of Patricia Griffith, a former Federal Reserve Bank employee, the exhibit highlights the contributions of twenty diverse women from Missouri’s two Federal Reserve Banks. Through qualitative storytelling and the power of historical narratives, this exhibit educates viewers on the role of women in financial services and encourages young women to envision futures in historically male-dominated sectors. By employing feminist theory and social justice perspectives, the article underscores the exhibit’s role as a dynamic educational tool in humanities education, promoting inclusivity and resilience. Key themes are revealed, offering new insights into the financial service sector’s evolution, and underscoring the importance of elevating marginalized voices. The exhibit and this article champion the humanities as essential in fostering supportive, empathetic, socially conscious global citizens and champions.
Journal Article
Health Humanities curriculum and evaluation in health professions education: a scoping review
Background
The articulation of learning goals, processes and outcomes related to health humanities teaching currently lacks comparability of curricula and outcomes, and requires synthesis to provide a basis for developing a curriculum and evaluation framework for health humanities teaching and learning. This scoping review sought to answer how and why the health humanities are used in health professions education. It also sought to explore how health humanities curricula are evaluated and whether the programme evaluation aligns with the desired learning outcomes.
Methods
A focused scoping review of qualitative and mixed-methods studies that included the influence of integrated health humanities curricula in pre-registration health professions education with programme evaluate of outcomes was completed. Studies of students not enrolled in a pre-registration course, with only ad-hoc health humanities learning experiences that were not assessed or evaluated were excluded. Four databases were searched (CINAHL), (ERIC), PubMed, and Medline.
Results
The search over a 5 year period, identified 8621 publications. Title and abstract screening, followed by full-text screening, resulted in 24 articles selected for inclusion. Learning outcomes, learning activities and evaluation data were extracted from each included publication.
Discussion
Reported health humanities curricula focused on developing students’ capacity for perspective, reflexivity, self- reflection and person-centred approaches to communication. However, the learning outcomes were not consistently described, identifying a limited capacity to compare health humanities curricula across programmes. A set of clearly stated generic capabilities or outcomes from learning in health humanities would be a helpful next step for benchmarking, clarification and comparison of evaluation strategy.
Journal Article
Educational efficacy of medical humanities in empathy of medical students and healthcare professionals: a systematic review and meta-analysis
Background
Medical humanities education is an important part of medical education. The purpose of this study was to determine the effectiveness of medical humanities in improving empathy among medical students and healthcare professionals.
Methods
PubMed, Embase, EBSCO-ERIC, Web of Science were searched systematically for studies in the English language. The last retrieval date is May 1, 2023. Best Evidence Medical Education (BEME) Global Rating Scale and Kirkpatrick-based results were used to evaluate the quality of literature. In this study, a meta-analysis of continuous data was conducted.
Results
The pooled results by single-arm test meta-analysis showed a benefit with medical humanities programs in empathy (SMD 1.33; 95% CI 0.69–1.96). For single-arm trials of medical humanities program interventions of less than 4 months, 4 months to 12 months, and more than one year, the standardized mean differences(SMD) between post-test and pre-test were 1.74 (
P
< 0.05), 1.26 (
P
< 0.05), and 0.13 (
P
= 0.46), respectively. The results showed a significant difference in the effect of medical humanities programs on male and female empathy (SMD − 1.10; 95% CI -2.08 – -0.13). The SMDs for the study of course, the course combined reflective writing, and the course combined reflective writing and practice as intervention modalities for medical humanities programs were 1.15 (
P
< 0.05), 1.64 (
P
< 0.05), and 1.50 (
P
< 0.05), respectively.
Conclusion
Medical humanities programs as a whole can improve the empathy of medical students and health professionals. However, different intervention durations and different intervention methods produce different intervention effects.
Journal Article
Southern exposure: levelling the Northern tilt in global medical and medical humanities education
Global medical education is dominated by a Northern tilt. Global universities’ faculty and students dominate research, scholarship and teaching about what is termed global education. This tilt has been fixed in global biomedical education with some acknowledgement from the Global South of the comparative benefits of global exchange. Student exchange is predominantly North to South. Students from the Global South are less likely to visit the North on global medical education visits. Global indigenous and traditional ways of knowing rooted may be suppressed, hidden or misappropriated and repackaged for consumption in the Global South with Global North ways of knowing as a reference point. A global history of colonization has shaped this trend influencing postcolonial theorists and decolonial activists to question the legitimacy and depose the influence of dominant Global North ideas. This is evident in how communication skills, reflective practice and narratives are presented and taught. Global North students must be introduced to Global South ways of knowing before visiting the Global South from a position of critical consciousness. Emancipatory education is best led by transformative Global North–South dialogue.
Journal Article
Teaching Research Methods in the Social Sciences: Expert Perspectives on Pedagogy and Practice
Capacity building in social science research methods is positioned by research councils as crucial to global competitiveness. The pedagogies involved, however, remain under-researched and the pedagogical culture under-developed. This paper builds upon recent thematic reviews of the literature to report new research that shifts the focus from individual experiences of research methods teaching to empirical evidence from a study crossing research methods, disciplines and nations. A dialogic, expert panel method was used, engaging international experts to examine teaching and learning practices in advanced social research methods. Experts, perspectives demonstrated strong thematic commonalities across quantitative, qualitative and mixed methods domains in terms of pedagogy, by connecting learners to research, giving direct and immersive experiences of research practice and promoting reflexivity. This paper argues that through analysis of expert responses to the distinct pedagogic challenges of the methods classroom, the principles and illustrative examples generated can form the knowledge and understanding required to enhance pedagogic culture and practice.
Journal Article
Medical humanities education in Vietnamese medical schools: a comparative perspective from the USA and Republic of Korea
Background
The importance of integrating Medical humanities education into medical curricula has been recognized worldwide. This study helps to understand the current status of the Medical humanities education in medical schools in Vietnam and provides insights and references for promoting it.
Methods
We conducted a comparative study based on a literature review and survey of Medical humanities courses in medical schools in Vietnam, the USA and Republic of Korea. Data from the USA and Republic of Korea were referenced from the previous reports. To obtain the data from Vietnamese medical schools we examined the curriculum posted on the websites and, if insufficient, collected them by contacting the faculties in the schools. We explored the similarities and differences in Medical humanities courses educated in medical schools in Vietnam and those in the USA and Republic of Korea. Additionally, chi-square tests were used to examine the association between the types of medical schools and offerings of Medical humanities courses in Vietnamese medical schools.
Results
We analyzed information of 31 medical schools in Vietnam, 154 in the USA and 40 in Republic of Korea. Of these, 93.5% medical schools in Vietnam, 87.7% in the USA and all 40 in Republic of Korea provided at least one Medical humanities course. Medical humanities courses in Vietnam offered only 8 types of subjects, which was less diverse compared to more than 12 in the USA and Republic of Korea. In addition, the average number of Medical humanities courses in medical schools in Vietnam was less than those in the USA and Republic of Korea. The most common Medical humanities courses in Vietnam were Medical ethics (83.9%), Communication (71.0%) and Psychology (64.5%). Private schools showed a tendency to provide more Communication course.
Conclusions
Medical humanities education in Vietnam is significantly limited compare to those in the USA and Republic of Korea. Considering the potential of Medical humanities to produce new medical doctors with excellent medical practice, efforts should be made to strengthen Medical humanities education when reforming the curriculum in the future in Vietnam.
Journal Article
Maturity model for assessing the medical humanities: a Delphi study
Background
Becoming a first-level discipline in China means access to more educational resources. The development of medical humanities in China has been going on for more than 40 years, and some medical schools have set up master’s and doctoral programs in medical humanities. The demand for medical humanities-related knowledge in China is also growing after COVID-19. However, medical humanities is only a second-level discipline and receives limited resources to meet the needs of society. This study aims to establish a system of indicators that can assess whether the medical humanities has a first-level discipline and provide a basis for its upgrading to a first-level.
Methods
A Delphi technique was used, with the panel of expert expressing their views in a series of two questionnaires. A coefficient of variation of less than 0.2 indicates expert agreement.
Result
A total of 25 experts participated in this Delphi study. Consensus was reached on 11 first-grade indices and 48 s-grade indices. The authoritative coefficient(Cr) of the experts was 0.804, which indicates that the experts have a high level of reliability.
Conclusion
This study provides a reliable foundation for the evaluation of medical humanities maturity.
Journal Article
Integrating medical humanities in undergraduate medical education: a curricular model aligned with the InspirE5 framework
Background
Medical Humanities (MH) integrate the human sciences, arts and social sciences into medical education to foster empathy, ethical reflection and critical thinking. This article presents the MH programme at Universidad Francisco de Vitoria (UFV), framed within the InspirE5 model—an internationally informed framework for designing and evaluating health humanities curricula.
Methods
We conducted a qualitative descriptive-interpretive study using document analysis and triangulated phenomenological interpretation. A multidisciplinary team analysed the programme according to the five domains of the InspirE5 model: Environment, Expectations, Experiences, Evidence, and Enhancement.
Results
The UFV MH programme aligns closely with the InspirE5 capabilities, integrating them into a longitudinal, compulsory curriculum. It includes diverse pedagogical methods—such as mentoring, experiential learning, reflective writing, and interdisciplinary seminars—fostering person-centredness, ambiguity tolerance, and ethical imagination.
Conclusions
The programme demonstrates a coherent integration of MH across six academic years and provides a model of transformative, transdisciplinary education. Its alignment with the InspirE5 framework strengthens its value as a paradigm for medical humanities development, assessment and international comparison.
Journal Article
“That looks like something I would do”: understanding humanities researchers’ digital hoarding behaviors in digital scholarship
PurposeIn the era of digital intelligence, individuals are increasingly interacting with digital information in their daily lives and work, and a growing phenomenon known as digital hoarding is becoming more prevalent. Prior research suggests that humanities researchers have unique and longstanding information interaction and management practices in the digital scholarship context. This study therefore aims to understand how digital hoarding manifests in humanities researchers’ behavior, identify the influencing factors associated with it, and explore how they perceive and respond to digital hoarding behavior.Design/methodology/approachQualitative research methods enable us to acquire a rich insight and nuanced understanding of digital hoarding practices. In this study, semi-structured interviews were conducted with 20 humanities researchers who were pre-screened for a high propensity for digital hoarding. Thematic analyses were then used to analyze the interview data.FindingsThree main characteristics of digital hoarding were identified. Further, the research paradigm, digital affordance, and personality traits and habits, collectively influencing the emergence and development of digital hoarding behaviors, were examined. The subtle influence of traditional Chinese culture was encountered. Interestingly, this study found that humanists perceive digital hoarding as a positive expectation (associated with inspiration, aesthetic pursuit, and uncertainty avoidance). Meanwhile, humanists' problematic perception of this behavior is more widely observed — they experience what we conceptualize as an “expectation-perception” gap. Three specific information behaviors related to avoidance were identified as aggravating factors for digital hoarding.Originality/valueThe findings deepen the understanding of digital hoarding behaviors and personal information management among humanities researchers within the LIS field, and implications for humanities researchers, digital scholarship service providers, and digital tool developers are discussed.
Journal Article