The Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education Branches from the Same Tree (2018) / Chapter Skim
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7 Integration in Graduate and Medical Education
7 Integration in Graduate and Medical Education
Pages 141-168
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From page 141... ...
In its 2017 Standards for Accreditation for medical schools, the Liaison 1 The Committee wants to acknowledge and thank the research consultant, Dr. Matthew Mayhew, for his significant contributions to this chapter.
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FEDERAL AGENCIES AND FOUNDATIONS HAVE SUPPORTED INTEGRATIVE GRADUATE EDUCATION In response to the national call for graduate interdisciplinary education, the National Science Foundation (NSF) implemented the Integrative Graduate Education Research and Training (IGERT)
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From page 143... ...
. The National Endowment for the Humanities has also supported interdisciplinary graduate work through a new program called the Next Generation Humanities PhD Planning Grants, which strives to prepare doctoral students more multidimensionally for the challenges facing academic institutions and the wider world.4 In addition to the federal organizations, The Andrew W
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. MOST OF THE RESEARCH HAS FOCUSED ON INTEGRATION IN GRADUATE EDUCATION BETWEEN SIMILAR DISCIPLINES Despite the call for more integrated graduate practices that promote interdisciplinary work, and despite the existence of long-standing integrative graduate programs in established interdisciplinary fields (e.g., Science, Technology, and Society; Bioethics; Human–Computer Interaction; Gender and Ethnic Studies, etc.)
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From page 145... ...
They are vibrant yet closed to those outside of the system." Our review of the published literature also revealed that a disproportionate number of articles on integrative graduate study framed interdisciplinary graduate work as a proxy for participation in interdisciplinary courses (Meyer et al., 2016; Newswander and Borrego, 2009; Posselt et al., 2017) or on interdisciplinary research teams (Borrego and Cutler, 2010; Borrego and Newswander, 2010; Hackett and Rhoten, 2009; Newswander and Borrego, 2009; Rhoten et al., 2009)
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From page 146... ...
Champions and supporters of the goals of this gap analysis build the ramp pillars and assure its structural integrity to connect the "current" and "future" states. The "future state" is a land of trans formative breakthroughs flanked by banners of the National Science Foundation and National Endowment for the Arts review criteria–Intellectual Merit; Broader Impact; and Artistic Excellence.
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From page 147... ...
The graduate training programs that exist in these fields include important examples of programmatic approaches to integration at the graduate level. While there do not appear to be studies in the educational literature that systematically evaluate learning outcomes associated with these types of graduate programs, the growth of fields such as Sustainability; Science, Technology, and Society Studies; and Women's and Gender Studies reflect both the interest of prospective graduate students in training in integra
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From page 148... ...
Indeed, an increasing number of faculty trained in integrative graduate degrees such as Arts, Design, Media and Technology, Medical Humanities, Bioethics, and STS are providing integrative undergraduate education, including in some of the undergraduate courses and programs discussed in earlier chapters (see "Compendium of Programs and Courses That Integrate the Humanities, Arts, and STEMM") .6 Therefore, one important outcome of integrative graduate education can be to increase institutional capacity for providing integrative undergraduate education.
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From page 149... ...
Providing such support requires recognizing the value of investing in such programs, including by recognizing the contributions of established, integrative interdisciplinary fields where institutional infrastructure for supporting integrative education already exists and does not need to be built up from scratch, but simply supported, valued, and capitalized upon. If integrative education has a central role to play in twenty-first century higher education, then interdisciplinary fields that provide graduate training that integrates across arts and humanities and STEMM fields are likewise central to this mission.
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Rider University created an integrative graduate program that combined global studies, environmental literacy, and corporate social responsibility into a set of interdisciplinary, study abroad "Business-Science" courses (Denbo, 2008, p.
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Students provide yearly progress reports to a faculty committee that evaluates their progress and ensures compliance with the program. From 2006 to 2014, the Northeastern University nanomedicine program recruited 50 doctoral students in 10 different departments (e.g., bioengineering, biology, chemistry, electrical and computer engineering, mechanical and industrial engineering, materials science and engineering, and physics)
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From page 152... ...
The world increasingly presents challenges that cut across multiple disciplines and skillsets. At the Munger Graduate Residences, a diverse mix of graduate and professional students from various fields live, study and interact together, building a culture of collaboration." Among the many existing graduate programs that did not appear in the published literature are many that integrate art and technology.
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It is unfortunate that more is not known about the impact of these programs on students. WHAT CAN WE LEARN ABOUT PROMISING PRACTICES FOR INTEGRATION BETWEEN SIMILAR DISCIPLINES THAT COULD APPLY TO THE INTEGRATION OF THE HUMANITIES, ARTS, AND STEMM Though the existing research literature cannot tell us much about the impact on students of graduate programs that integrate the humanities, arts, and STEMM, and the research on within-STEMM integration is also sparse, when taken together, some broad lessons can be extrapolated.
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From page 154... ...
Despite the limits of the existing research base on integrative graduate programs, there is much to learn from established integrative, graduatelevel fields, such as STS, Gender Studies, Sustainability, and Bioethics, among others. These "interdisciplines" are an important resource for future efforts to integrate STEMM, the arts, and humanities, both as fields capable of directly contributing to integrative education at the graduate and undergraduate levels and as reservoirs of experience and expertise about interdisciplinary innovation.
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. FIGURE 7-1 Data from the American Association of Medical Colleges showing the number of medical schools that include either required or elective courses in the medical humanities.
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Though much of the literature has focused on physicians-in-training, the entire health care team can be engaged in more humanistic medicine. While medical humanities programs are widespread, curricula are not standardized across medical schools.
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, which is the accrediting body recognized by the Department of Education for all M.D.-granting programs, stated that medical schools should integrate social and behavioral sciences, societal problems, medical ethics, cultural competency and health disparities, communication, and interprofessionalism. Some efforts to adopt social medicine in medical school curricula have emphasized the interplay between biology and the social determinants of health (Westerhaus et al., 2015)
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found that medical students provided with 90-minute visual art and dance interventions weekly for 6 months had significantly improved pattern recognition skills compared with those viewing clinical photographs.
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(2007) reached the same conclusion in their study of 242 medical students learning robotic suturing and knot-tying techniques.
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160 BRANCHES FROM THE SAME TREE BOX 7-3 Integration of Art Making to Improve Clinical Observations Plastic surgery residents participate in a figure sculpting workshop taught by 2011 Virginia Commonwealth University (VCU) sculpture alumna, Morgan Yacoe, in a partnership with the Center for Craniofacial Care at the Children's Hospital of Richmond at VCU directed by plastic surgeon Jennifer Rhodes.
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From page 161... ...
One study of the Harvard "New Pathways" program, which began in the 1980s and incorporated psychosocial and humanistic concepts into the curriculum through problem-based learning, followed up with graduates 12 to 13 years after they matriculated at Harvard Medical School. Those who participated in the New Pathways program were more likely to be in primary care compared with a control group who did not partake in this curriculum, and they also rated themselves higher on a scale rating their preparation to practice humanistic medicine and ability to manage patients with psychosocial problems (Ousager and Johannessen, 2010)
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. Medical illustration is a relatively small field, with only three accredited programs in the United States at Johns Hopkins University School of Medicine, University of Illinois at Chicago, and Augusta BOX 7-4 Medical Illustration SOURCE: https://www.ami.org/medical-illustration/enter-the-profession/education/graduate programs.
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From page 163... ...
. Through the Creative Forces: NEA Military Healing Arts Network, the National Endowment for the Arts, the Departments of Defense and Veterans Affairs, and state arts agencies have partnered to bring together creative arts therapists, musicians, painters, potters, writers, woodworkers, dancers, doctors, military service members, veterans, community leaders, and policy makers to work to harness the "transformative and restorative powers of art" to "help military personnel and veterans return to their homes, their missions and their
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164 BRANCHES FROM THE SAME TREE BOX 7-5 The Work of Artist-in-Residence, Deborah Aschheim "On Memory" is a work by Deborah Aschheim (installation at the Mattress Factory, Pittsburgh, PA, 2006–7, plastic, video, LEDs.) This piece is one of many that explores themes of memory.
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Melissa Walker is a Creative Arts Therapist at the National Intrepid Center of Excellence (NICoE) , a directorate of Walter Reed National Military Medical Center, and Lead Art Therapist for Creative Forces: NEA Military Healing Arts Network.
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From page 166... ...
. Students who participated in a medical school curriculum at Harvard that incorporated psychosocial and humanistic concepts through problem-based learning were more likely to pursue primary care and rated themselves higher on a scale rating their preparation to practice humanistic medicine and ability 10 See https://www.artsandmindlab.org/.
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From page 167... ...
It is also worth noting that the committee observed that the greatest number of available research studies and evaluations on integration reviewed in Chapters 6 fell into two categories: the integration of the arts and humanities into medical training and the integration of the arts and humanities with engineering (see Chapter 6)
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