Author Identifier (ORCID)

Shane L. Rogers: https://orcid.org/0000-0002-6869-3400

Abstract

Purpose: To determine whether prospective medical students’ attitudes toward readings and service-learning for a Medical Humanities course predict their perceived impact of the course on their critical reflection and empathy for their peers. Methods: Following a Medical Humanities course, students completed surveys concerning their attitudes toward team-based service-learning and readings required for the course. And they completed surveys designed to measure their empathy for one another and thoughts and feelings about the course (e.g., “owing to this course, I have changed the way I look at myself” = critical reflection). Results: Students’ positive attitudes toward service-learning and readings for the course correlated positively with each other and with their critical reflection (CR) and empathy for their peers (r = 0.28 to 0.63, p < 0.05 to 0.0001). Conclusion: Positive attitudes toward team-based service-learning predicted students’ perceptions of the Humanities course’s impact on both critical reflection and peer empathy, whereas attitudes toward required readings played a significantly lesser role.

Document Type

Journal Article

Date of Publication

1-1-2025

Volume

12

Publication Title

Frontiers in Medicine

Publisher

Frontiers

School

School of Arts and Humanities

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

Comments

Rogers, S. L., & Van Winkle, L. J. (2025). Do students’ attitudes toward required readings and service-learning for a medical humanities course predict their perception of whether the course fosters their personal and professional development? Frontiers in Medicine, 12. https://doi.org/10.3389/fmed.2025.1636277

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Link to publisher version (DOI)

10.3389/fmed.2025.1636277