Humanistic Competencies Research Articles

A study of the correlation between residents’ humanistic care skills and their level of emotional intelligence—A cross-sectional survey

BackgroundThere is variability in the structure of junior doctors’ knowledge of humanistic medicine. The level of residents’ emotional intelligence affects their professional development and the doctor-patient relationship. Currently, there is a paucity of research examining the humanistic competence and emotional intelligence of medical residents, both domestically and internationally.The primary objective of this study was to scrutinize the prevailing status of residents’ humanistic competence and emotional intelligence levels, aiming to assess the correlation between humanistic competence and emotional intelligence.MethodsA cross-sectional survey using the Demographic Characteristics Questionnaire, the Humanistic Care Competence Scale, and the Emotional Intelligence Scale was conducted in September 2022 among residents of a tertiary general hospital in Sichuan Province. The relationship between humanistic care competence scores and emotional intelligence scores among residents was analyzed using Pearson correlation analysis and multiple linear regression analysis.ResultsThe mean score of residents’ humanistic care competence was 188.82 ± 20.80, and the mean score of emotional intelligence was 87.08 ± 13.49.The Pearson correlation results demonstrated a significant correlation (r = 0.400, p = 0.000) between the level of emotional intelligence and humanistic care competence. The results of multiple linear regression analysis indicated that self-emotional appraisal, emotional appraisal of others, emotional control, emotional use, and school community work experience independently predicted humanistic care competence.ConclusionThe scores for residents’ humanistic care competence were notably low, influenced by a multitude of factors that also exhibited varying levels of impact on emotional intelligence development. Emotional intelligence was positively associated with humanistic care competence. Emotional intelligence is an important consideration in the development, implementation, and evaluation of humanistic care interventions. Residency programs should provide education and training in humanistic competencies to improve residents’ levels of emotional intelligence and promote the overall health of society.

Construction of an evaluation index system for undergraduate nursing teachers’ curriculum humanistic competence: a Delphi study in China

BackgroundThe curriculum humanistic competence of nursing teachers is important to cultivate the humanistic qualities of undergraduate nursing students. However, there are no evaluation tools for the curriculum humanistic competence of undergraduate nursing teachers in China.ObjectiveTo develop an index system to evaluate the curriculum humanistic competence of undergraduate nursing teachers.DesignThis research conducted a Delphi study.ParticipantsSemi-structured interviews were held with 19 experts, and Delphi rounds were conducted with 18 experts.SettingsThis study was conducted in 12 universities and 4 Grade A tertiary hospitals in China.MethodsA literature review and semi-structured interviews were conducted to develop an initial framework. A two-round Delphi survey was employed to build the index system for undergraduate nursing teachers’ curriculum humanistic competence.ResultsAfter two rounds of consultation, the index system included 5 first-level indicators, 11 second-level indicators and 41 third-level indicators. The Cr for two rounds of consultation were 0.929 and 0.923, and Kendall’s W was 0.152(P<0.001).ConclusionsThe index system for the evaluation of undergraduate nursing teachers’ curriculum humanistic competence offers guidelines for undergraduate nursing teachers in China. It can be used in practice to develop high humanistic qualities in undergraduate nursing teachers.

Nurses' perspectives on the application of humanistic anatomical knowledge in clinical practice.

Knowledge of human anatomy is vital for nurses. Medical educators use a variety of educational pedagogies, including the use of cadavers, to cultivate nursing students into competent and professional care providers and to help them gain authentic experience and knowledge before entering the workplace. Studies have provided numerous examples of students with positive learning experiences in human-centric (humanistic) anatomy courses; however, whether these positive experiences translate into effective clinical practice remains largely unknown. This study explored nurses' perspectives on the effects of a humanistic anatomy program on their nursing practice. Focus groups with semi-structured interview guidelines were conducted to collect data. Twenty-one nurses working in hospitals in Taiwan participated and divided themselves into four groups on the basis of willingness to participate and availability. The interviews were recorded using smartphones, and the recordings were transcribed using a computer. The transcriptions were then checked word by word artificially and analyzed by hand. Three main themes emerged during the analysis: adapting to the professional journey, managing time when providing humanistic care, and cultivating professionalism. The results demonstrate educators' expectations that humanistic anatomy education for nursing students expands students' professional knowledge and helps them develop humanistic competencies as professional nurses.

The Need for Humanistic Competence in Learning

The Need for Humanistic Competence in Learning

Digital Competence in Cybercrime Behaviours: A Study Based on Eurobarometer Research

The purpose of the article is a study of components of digital competence (technological and humanistic) in cybercrime behaviours, based on the example of internet levels (technical, social and informative) as well as the confrontation of theoretical assumptions with the frequency of their experience by the citizens of the European Union. Subject to analysis were fourteen reports of Eurobarometer, carried out in twenty-eight countries of the EU in the years 2011-2019. The method applied is a quantitative and qualitative analysis of data available, comparative, historical as well as analytical-synthetic. Two research hypotheses were accepted: 1) A catalogue formulation of digital competences focusing on social-demographic traits should be replaced by a relational formulation taking into account the skills, knowledge and attitude of internet users. 2) EU citizens possess greater digital competences of a technological character and more often admit being affected by cybercrime behaviours of a technological kind than of a humanistic one. The first hypothesis was confirmed, whereas the second was only partially confirmed. In basing ourselves on a typology of three layers of the internet, we proposed two areas of digital competence: technological competence and humanistic competence (social and informative). These were subordinated to particular layers of the internet and in this context an analysis was carried out of the social opinion of EU citizens on the subject of cybercrime behaviours. The low level of humanistic competence (52%) reported by EU citizens determines a high degree of fear which does not show a causal-effective connection in the actual level of noted experiences of being a victim of criminal behaviour.

Referenciais e experiências de ensino em bioética: 3ª reunião do grupo de professores de Bioética em Odontologia da ABENO

A importância da Bioética para o aperfeiçoamento ético-humanístico dos cirurgiões-dentistas é amplamente reconhecida. No entanto, para esta disciplina de reflexão teórico-filosófica interdisciplinar, a formação docente limitada à Odontologia implica problemas significativos. Diante deste contexto, criou-se um grupo de professores de Bioética em Odontologia no âmbito da Associação Brasileira de Ensino Odontológico, em 2017. Dois anos após, o grupo se reuniu pela terceira vez para compartilhar referenciais e experiências de docência. O objetivo deste artigo é ampliar o alcance daquele debate aos professores que não puderam estar presentes. Inicialmente apresenta-se o Core Curriculum que está baseado nos princípios da Declaração Universal sobre Bioética e Direitos Humanos. Trata-se de uma proposta pedagógica da United Nations Educational, Scientific and Cultural Organization (UNESCO) para o ensino de Bioética, que pode ser adotado nos cursos de graduação em Odontologia de forma integral ou complementar. Na sequência, apresenta-se a experiência do ensino de Bioética que vem sendo desenvolvida na Universidade Federal de Santa Catarina, a partir de comparação dos elementos que estruturam os planos de ensino das disciplinas de graduação e pós-graduação. Em comum as propostas defendem: o ensino em disciplina própria; a imprescindibilidade da formação docente em Bioética; a consideração da sua natureza interdisciplinar; a ampliação do referencial teórico para muito além do Principialismo, buscando-se referenciais adequados e temáticas relevantes a cada contexto social e a cada nível educativo; a centralidade do processo ensino-aprendizado no estudante, fomentando sua competência humanística crítico-reflexiva; e o compromisso com a formação ética dos estudantes por parte de todo o corpo docente.

THE RELATIONSHIP BETWEEN COMPETENCIES OF PRINCIPALS AND PSYCHOLOGICAL HARDINESS LEVELS OF TEACHERS ACCORDING TO THE PERCEPTIONS OF SECONDARY SCHOOL TEACHERS

Bu araştırmada Samsun il merkezindeki Milli Eğitim Bakanlığına bağlı resmi ortaokullarda görev yapan öğretmenlere göre okul müdürlerinin yönetici yeterlikleri ile öğretmenlerin psikolojik dayanıklılık düzeyleri arasındaki ilişki belirlenmiştir. Araştırma ilişkisel tarama modelindedir. Araştırmanın hedef evrenini Samsun il merkezinde yer alan Atakum, Canik ve İlkadım ilçelerinde 2017-2018 eğitim öğretim yılında görev yapan 2168 öğretmen oluşturmaktadır. Araştırmanın örneklemini bu ilçelerdeki 401 öğretmen oluşturmaktadır. Araştırma verilerinin toplanmasında “Kişisel Bilgi Formu”, “Okul Müdürlerinin Yeterlikleri Ölçeği” ve “Psikolojik Dayanıklılık Ölçeği” kullanılmıştır. Okul müdürlerinin yönetici yeterlikleri ile öğretmenlerin psikolojik dayanıklılık düzeyleri arasındaki ilişkiyi bulmak için Pearson korelasyon analizi; cinsiyet, medeni durum, yöneticilik yapma, yaş değişkenleri için t-testi; kıdem ve alan değişkenlerinde ANOVA kullanılmıştır. Araştırma bulgularına bakıldığında, okul müdürleri yönetici olarak yeterli ve öğretmenler psikolojik olarak dayanıklıdır. Yönetici yeterliklerinde öğretmenler en az kavramsal yeterlik, en fazla teknik yeterlik alt boyutlarına katılmışlardır. Psikolojik dayanıklılıkta öğretmenler en az kontrol, en fazla meydan okuma alt boyutlarına katılmışlardır. Cinsiyet, kıdem, alan, medeni durum ve yöneticilik yapıp yapmama değişkenlerinde, yönetici yeterlikleri ve psikolojik dayanıklılığa ilişkin öğretmenlerin algıları anlamlı farklılık göstermemektedir. 41 yaş ve üstü öğretmenler, 40 yaş ve altı öğretmenlere göre psikolojik olarak daha kontrollü ve daha dayanıklıdır. Okul müdürlerinin yönetici yeterlikleri ile öğretmenlerin psikolojik dayanıklılık düzeyleri arasında anlamlı, pozitif ve düşük düzeyde bir ilişki vardır. En yüksek ilişki kendini adama ile yönetici yeterlikleri toplam ve alt boyutları arasında çıkmıştır. En yüksek ilişki kendini adama ile insancıl yeterlikler arasında çıkmıştır. En düşük ilişki meydan okuma, kontrol ile yönetici yeterlikleri toplam ve alt boyutları arasında çıkmıştır.

Developing Humanistic Competencies Within the Competency-Based Curriculum

We herein, describe the rationale, content, methodology and evaluation of a health humanities module in the new competency-based curriculum, and share our experience of the same. Providing training in health humanities to the healthcare trainees will definitely go a long way in having a professional and responsive Indian medical graduate, who is able to provide empathetic and holistic healthcare to all sections of the society.

Humanism in global oncology curricula: an emerging priority.

Training in humanism provides skills important for improving the quality of care received by patients, achieving shared decision-making with patients, and navigating systems-level challenges. However, because of the dominance of the biomedical model, there is potentially a lack of attention to humanistic competencies in global oncology curricula. In the present study, we aimed to explore the incorporation of humanistic competencies into global oncology curricula. This analysis considered 17 global oncology curricula. A curricular item was coded as either humanistic (as defined by the iecares framework) or non-humanistic. If identified as humanistic, the item was coded using an aspect of humanism, such as Altruism, from the iecares framework. All items, humanistic and not, were coded under the canmeds framework using 1 of the 7 canmeds competency domains: Medical Expert, Communicator, Collaborator, Leader, Scholar, Professional, or Health Advocate. Of 7792 identified curricular items in 17 curricula, 780 (10%) aligned with the iecares humanism framework. The proportion of humanistic items in individual curricula ranged from 2% to 26%, and the proportion increased from 3% in the oldest curricula to 11% in the most recent curricula. Of the humanistic items, 35% were coded under Respect, 31% under Compassion, 24% under Empathy, 5% under Integrity, 2% under Excellence, 1% under Altruism, and 1% under Service. Within the canmeds domains, the humanistic items aligned mostly with Professional (35%), Medical Expert (31%), or Communicator (25%). The proportion of humanistic competencies has been increasing in global oncology curricula over time, but the overall proportion remains low and represents a largely Western perspective on what constitutes humanism in health care. The representation of humanism focuses primarily on the iecares attributes of Respect, Compassion, and Empathy.

The moral dilemmas of Italian principals

The purpose of this study is to investigate the moral dilemmas faced by a principal. A well-functioning school depends on many factors. Among these factors, the competence of the principal plays an important role. Often this competence, defined as leadership, is understood in a technical way because it is often interpreted as the acquisition of legal and management skills. In contrast, a good school requires strong humanistic competence and, in particular, ethical knowledge. The narratives of the principals reveal the sense of the inadequacy of their role: the administrators declared that they do not have a suitable and complete preparation to manage the complexity of the system. Their primary concerns relate to the evaluation and disciplinary aspects of the students, as well as the sense of responsibility aimed at the training of the entire person, not only his personal education.&#x0D; Keywords: Ethical leadership, Italian principals, moral dilemmas.

“Evaluation of Humanistic Competencies Developed in the Pedagogical Majors in a Comparative Perspective”: Project Overview

“Evaluation of Humanistic Competencies Developed in the Pedagogical Majors in a Comparative Perspective”: Project Overview

Humanism in global oncology curricula: An emerging priority.

10505 Background: Training in humanism provides the skills to achieve shared decision making with patients and their families, to navigate systems level challenges and to function positively within the healthcare team. However, there is potentially a lack of attention to humanistic competencies in global oncology curricula due to the dominance of the biomedical model in curriculum design, the challenge of assessing humanistic competencies and global cultural considerations. The aims of this study were to explore to what extent humanistic competencies are included in global oncology curricula and the nature of the humanistic competencies included. Methods: Sixteen global oncology curricula identified in a prior systematic review were analysed. The curricula were coded using the Gold Foundation’s I.E.C.A.R.E.S (Integrity, Excellence, Collaboration &amp; compassion, Altruism, Respect &amp; Resilience, Empathy and Service) humanistic competency framework and the CanMEDS framework. Descriptive statistics were used to describe the proportion of items attributed to each aspect of the framework. Results: 7733 curricular items were identified in the 16 curricula and 729 (9%) aligned with the I.E.C.A.R.E.S framework. The proportion of humanistic items in individual curricula ranged from 2% to 26%. The proportion of humanistic items has been increasing from the curricula published in 1980-1989 (3%) to the curricula published in 2010-2017 with a mean of 11% (4 to 25%). There was a higher proportion of humanistic competencies in curricula from the European region (9%) than in other regions. Of the humanistic items 35% were under respect, 31% under compassion, 24% under empathy, 5% were under integrity, 2% under excellence, 1% under altruism, and 1% under service. The majority of the humanistic items also aligned with the professional (35%), medical expert (31%) or communicator (26%) CanMEDS domains. Conclusions: The proportion of humanistic competencies has been increasing in global oncology curricula over time however the overall proportion remains low. Humanism is largely represented by competencies of respect, compassion and empathy and there exists a conflation between humanism and professionalism. Future global curricular efforts may benefit from attention to incorporating all aspects of humanistic competencies.

The mind electric: Challenges to clinical categories from a person-centred perspective and the possibilities of metaphysics and art for clinician, patient, and treatment.

The paper proposes that frameworks typical to metaphysics and art could be used in clinical treatment in somatic and psychiatric contexts to ensure improved care. The concept of the "body electric" of somatic patients which I introduced in previous work is developed further and paired with the "mind electric" of psychiatric patients. Both are defined as a patient's personally generated metaphysical possibility of being healthy-within-illness which is experientially actualized. Both concepts are used here to explore the alternative and the serious challenges to treatment approaches focused on clinical categories, disease, provision, and promotion of standardized or "black-box" therapies. An argument against the idea implied by the hope for such mass treatments and corresponding overreliance on science, namely, that health comes from fixing and regularizing, is developed based on cultural history and the evidenced fact that personally assumed health, just like art and metaphysics, is transgressive of scientific data, and accommodates the untrue, the impossible or the irregular as actual and normal. Because normality is created only with the help of disorder and from within it for chronic patients, clinicians should offer them the metaphysical care they need to produce and actualize their possibility of irregular normality or their body/mind electric. Better treatments can only be provided when scientific advances will be matched with advances in the humanistic competence of clinicians.

Investigation of standardized patient ratings of humanistic competence on a medical licensure examination using Many-Facet Rasch Measurement and generalizability theory

Humanistic doctor-patient interaction has been measured for eight years using the Global Patient Assessment (GPA) tool in the national osteopathic clinical skills medical licensure examination. Standardized patients (SPs) apply the GPA tool to rate examinees' competence on doctor-patient communication, interpersonal skills, and professionalism. Many-Facet Rasch Measurement was employed to evaluate the overall functioning of the GPA rating scale and to estimate measurement errors associated with characteristics of SP raters and medical case presentations. Generalizability theory was applied to investigate variance components corresponding to each facet of interest. For the 2010-2011 testing cycle, 50,090 SP ratings were analyzed. Although SP raters varied in leniency/stringency of rating, SPs differentiated the six GPA aspects in difficulty, and utilized a reasonable range of the 9-point scale. Reliability indices resulted in sufficient examinee separation, 0.94, from the Rasch model and sufficient dependability from the generalizability analysis for raw scores, 0.83, and transformed Rasch scores, 0.97. Results indicate that medical students' humanistic competence can be reliably measured through the GPA tool in the simulated environment. These measurement models supplement other means of observation and quality control with valuable information about the psychometric quality of SP ratings of humanistic competence.

Analysis of the humanistic spirit based on the core value of 38 tertiary hospitals

An analysis of the core value of 38 tertiary hospitals in the country identified the humanistic spirit as the lifeline of their core value, comprising such factors as benevolence,professionalism and innovation. It also found that upholding of such a spirit is in line with medical model reform, with improvement of hospital management system, and with the upgrading of hospital staff's humanistic competence. The author pointed out that the atmosphere building of such spirit is a systematic process, and that such a spirit can only exert its entire potential by identifying the key person(s) of education and the point of force application, and igniting the inherent innovation power. Key words: Hospital culture; Core value; Humanistic spirit

Conceptualizing Humanistic Competence in the Language Classroom by TJP - A Chinese Case

As learning is seen to be a social process as well as an intellectual activity in which teachers work in active partnership with students, “Teaching by Joint Presentation” (TJP) project sought to investigate what a humanistic concept of teacher-student joint presentation and critical inquiry can evoke in the language classroom within Chinese context. 289 college English literature learning students and 87 in-service secondary school teachers have participated in this study. The findings articulated a series of multifaceted differences concerning with students’ learning aspiration and competence, together with the complexities of teaching methods in a humanistic language classroom. The results indicate that humanistic ideal does increase students’ learning competence of critical insight, independent thought and reflective analysis. The study provides insights into humanistic competence growth of Chinese college language students based on empirical evidence.

Pedagoginių veiksnių įtaka vyresniųjų paauglių dvasiniam tapsmui

Straipsnyje pateikiami vyresniųjų paauglių dvasinių vertybių internalizacijos tyrimo rezultatai. Atskleidžiamas dvasinių vertybių ir tiesioginių, įkūnijančių tiesioginį santykį su pedagogais, ir netiesioginių, išreiškiančių sąlytį su mokymusi bei kitais pedagoginiais veiksniais, ryšys, ir ryškinamos galimos pedagoginio poveikio tendencijos.

Four models of medical education about elder mistreatment.

The authors describe four models of incorporating elder-mistreatment curricular content and collaboration with adult protective service (APS) community service agencies into geriatrics medical education. Geriatrics education programs at four academic health centers-the University of Medicine and Dentistry of New Jersey-Robert Wood Johnson Medical School; the University of California, Irvine College of Medicine; Hennepin County Medical Center, Minneapolis, Minnesota; and Baylor College of Medicine Geriatrics Program at the Harris County Hospital District, Houston, Texas-were surveyed and information collated. All programs incorporated direct interactions between learners and APS workers into their teaching programs. Learners were fellows, residents, and medical students. While two programs provided direct patient care, two others restricted learners to consultant roles, supporting the APS service providers with medical input. In addition to directly meeting curricular training needs of elder abuse and neglect, clinical cases provided valued learning experiences in applied clinical ethics, the role of physicians with community-based programs, the interaction between the medical and legal professions in cases of financial exploitation, and assessment of elder individuals' decision-making capacity. In two programs APS workers also contribute to the assessment of trainees' humanistic competencies. The authors conclude that APS community service agencies can successfully be incorporated into medical training programs to address a wide range of curricular goals.

Evaluating physicians' professionalism and humanism: the case for humanism "connoisseurs".

Physicians' professionalism and humanism have become central foci of the efforts of medical educators as the public, various accrediting and licensing agencies, and the profession itself have expressed concerns about the apparent erosion of physicians' competency in these aspects of the art, rather than the science, of medicine. Of the many obstacles to enhancing trainees' skills in these domains, one of the most significant is the difficulty in assessing competency in physicians' professionalism and humanism. The author suggests that the assessment of these aspects of the art of medicine has more in common with the approaches used in criticism of the arts than with the quantitative assessment tools appropriate to the scientific method and the medical model. Quantitative and semi-quantitative tools, so effective in elucidating the etiology, pathophysiology, and treatment of disease, are often in-appropriate and invalid when applied to evaluation of professional and humanistic competencies. The author proposes that humanism "connoisseurs" be employed to qualitatively evaluate medical trainees' professionalism and humanism. Such connoisseurs would possess expert knowledge, training, and experience in the interpersonal aspects of the art of medicine, allowing them to deconstruct concepts such as empathy, compassion, integrity, and respect into their respective key elements while evaluating physicians' behaviors as an integrated, cohesive whole. Through the use of a rich descriptive vocabulary, humanism connoisseurs would provide valid formative and summative feedback regarding competency in medical professionalism and humanism. In the process, they would serve to counteract the relative marginalization of professionalism and humanism in the informal and lived curricula of medical trainees.