Student Feedback about the Medical Humanities Module in a Caribbean Medical School

Abstract

Introduction: A medical humanities (MH) course has been conducted at the institution from February 2013. The school admits students from the United States, Canada and other countries to the undergraduate medical course. The present study was conducted among first to sixth semester basic science students to obtain their feedback about various aspects of the module and suggestions for further improvement. Materials & Methods: Focus group discussions (FGDs) were organised with interested students during the last two weeks of October 2015. Written informed consent was obtained from all participants. The FGDs were audio recorded and lasted between 90 to 100 minutes. An FGD guide was used to facilitate the deliberations. Written transcripts of recordings were prepared and read through multiple times. Transcripts were coded and items with similar codes were grouped together into themes. Results: Twenty-one of the 100 students (21%) participated. Overall response to the module was positive. Students who participated in the FGDs felt the module offered a different perspective compared to other basic science subjects. Feedback regarding small groups and group dynamics were also obtained. The literature excerpts used were appreciated by the respondents. The paintings and the activities encouraged the process of creativity, reflection and taught participants the importance of reconciling varied views. Role-plays encouraged student participation and active learning. MH encouraged active learning and students appeared to have fun while learning. Conclusion: MH and movie screening and activities are slowly becoming established in the institution. Respondent feedback was positive. Suggestions for future modules were obtained.