Museum-Based Education in Health Professions Learning: A 5-Year Retrospective
Perspectives on Medical Education, ISSN: 2212-277X, Vol: 13, Issue: 1, Page: 585-591
2024
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
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Article Description
A growing evidence base suggests that the integration of museum-based activities into health professions education can contribute to learner resilience and wellbeing, promote capacity for patient-centered care, and encourage equity in learning environments. However, the styles and methods for implementing museum-based programs vary widely across different institutions. This retrospective leverages the lessons learned from 5 years of experience implementing museum-based programs at one large academic institution to examine the various operational and logistical considerations in implementing a museum-based program for health professions learners. These efforts are intended to support the Association of American Medical Colleges and National Academies of Sciences, Engineering, and Medicine’s aims to formally integrate the arts and humanities into health professions education. We structure our recommendations under the subheadings of program form, audience, function, and evaluation, with hopes of providing medical educators with starting guidelines that are broadly adoptable across different institutions.
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