April Hatcher, University of Kentucky
Adil Ansari, New York Institute of Technology
Martha Mortell, University of Kentucky
Grace Macmillan, New York Institute of Technology
Laura Fraser, University of Alabama
Julia Molnar, New York Institute of Technology
Purpose
Medical humanities have transformative potential for medical student education. Here we describe a template for medical humanities short-term experiences that invites the students’ own creative influence in their understanding of stigmatized topics and introduce an inter-institutional approach for connecting medical students directly in this process.
Methods
Elective “Etching Away Bias in Healthcare” workshops were held at medical schools in New York (NYITCOM) and Kentucky (UKCOM) in 2023 and 2024, and a third institution (UAB HSOM, Alabama) was recruited for 2025. Each offering was organized around five two-hour sessions focused on intentional listening, communication through art, mental health, substance use disorder, and obesity, and included participation from interdisciplinary faculty, art consultants, and patients. Students were required to plan, design, and create an art installation that was showcased to the broader campus community. Students also completed pre- and post- Likert surveys to assess workshop outcomes and participated in a joint session for the conclusion of the series.
Results
Pre- and post-workshop assessments among the two cohorts (NYIT and UKY, n=41) showed significant improvement (p< 0.001) in self-reported communication skills surrounding obesity, addiction, and mental illness. The greatest improvement was in having confidence (+19%) and the tools and language (+32%) to discuss stigmatized medical topics with patients and peers. Students felt strongly (83%) that patient stories should be more integrated in medical education. Following the joint session, students summarized their experiences as enlightening, meaningful, and treasured.
Conclusions
This workshop series can be adapted for a focused medical humanities clinical experience and for connecting students across schools of medicine. This is unique in that it diversifies the student’s exposure to complicated medical topics and builds on the collaborative nature of medicine by cultivating professional competencies such as interpersonal skills, cultural humility, and empathy and compassion.