"That's a child, it's not a diagnosis." What can pediatricians learn from medical humanities?: a mixed methods study.

Elinor Thomason, BARBARA JACK

    Research output: Contribution to journalArticle (journal)peer-review

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    Objective: The aim of this study was to evaluate UK paediatric specialist trainees’ perceptions of a medical
    humanities teaching session on their communication and empathy skills.
    Methods: A medical humanities session was incorporated into a teaching programme for 19 doctors in their first
    three years of paediatric training. Using set questions, participants discussed themes of communication, empathy,
    ethical issues and language. A qualitative methodology was adopted for the evaluation. All doctors who undertook
    the session were invited to join in a digitally recorded focus group and nine participated. Thematic analysis of the
    transcript was undertaken by two researchers to identify and code key themes. Six months post-course all
    participants were invited to complete an online survey looking at the longer-term impact of the session and five
    Results: Coding of the transcript identified two key themes that participants felt the session added to their usual
    teaching: i) communication and ii) reflection.
    Conclusion: Literature-based teaching for junior paediatric doctors was well received and valued by participants
    and adds to standard teaching. It provides a platform for consideration of the parental perspective and
    communication (in particular the use of language) as well as providing structured time for reflection on clinical
    Original languageEnglish
    Pages (from-to)1
    Number of pages11
    Early online date12 Jun 2019
    Publication statusE-pub ahead of print - 12 Jun 2019


    • Medical humanities
    • paediatrics
    • communication
    • empathy
    • reflection
    • postgraduate teaching


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