Number
405
Name
Dialogue for Enhanced Disciplinary Connection: Interprofessional Learningof Medical Humanities through the World Café
Date & Time
Sunday, June 7, 2026, 5:30 PM - 7:00 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Yung-Chi Cheng, Department of Medical Education, Ditmanson Medical Foundation, Chia-Yi Christian Hospital, Chia-Yi, Taiwan
Chia-Hung Chen, Department of Medical Education, Ditmanson Medical Foundation, Chia-Yi Christian Hospital, Chia-Yi, Taiwan
Chao-Yu Hsu, Department of Medical Education, Ditmanson Medical Foundation, Chia-Yi Christian Hospital, Chia-Yi, Taiwan
Shan-Ni Wang, Department of Occupational Therapy, Rehabilitation, Ditmanson Medical Foundation Chia-Yi Christian Hospital, Chia-Yi, Taiwan
Presentation Topic(s)
Instructional Methods
Description
PURPOSE
Interprofessional collaboration is essential to achieving holistic patient
care. This study investigated how the World Café–based interprofessional
dialogue fosters reflective learning, cultivates deeper understanding, and
encourages the practical application of humanistic principles in clinical
education.
METHODS
A total of 32 healthcare trainees participated in a World Café session on
topics related to medical humanities on September 3, 2025. Subsequently, 10
students from different professional backgrounds voluntarily joined focus
group interviews to discuss what they had learned from other professions and
how medical humanities could enhance their future clinical practice. The
qualitative analysis was conducted using verbatim transcripts of these
interviews. Through thematic analysis, key learning outcomes were identified
across professional groups.
RESULTS
Qualitative analysis revealed four key areas of interprofessional learning:
1. Enhanced emotional regulation: Nursing and radiology students learned from
psychology peers to separate emotion from reasoning and manage patients’
emotions effectively. 2. Strengthened ethical awareness and boundaries:
Physical therapy students recognized shared professional limitations through
discussions with radiology peers. 3. Internalized humanistic care attitudes:
Medical technology students appreciated the value of patience and gentle
communication modeled by caregiving professions. 4. Facilitated perspective
shift and collaborative understanding: Discussions reshaped students’ views
on palliative care and the importance of interprofessional collaboration.
CONCLUSION
The World Café effectively fostered critical reflection, empathy, and
professional role understanding across disciplines. Through open dialogue,
students internalized emotional intelligence, ethical sensitivity, and
communicative skills transferable to clinical care. Incorporating such
interprofessional, humanities-centered learning can better prepare healthcare
students for collaborative and compassionate practice.
Interprofessional collaboration is essential to achieving holistic patient
care. This study investigated how the World Café–based interprofessional
dialogue fosters reflective learning, cultivates deeper understanding, and
encourages the practical application of humanistic principles in clinical
education.
METHODS
A total of 32 healthcare trainees participated in a World Café session on
topics related to medical humanities on September 3, 2025. Subsequently, 10
students from different professional backgrounds voluntarily joined focus
group interviews to discuss what they had learned from other professions and
how medical humanities could enhance their future clinical practice. The
qualitative analysis was conducted using verbatim transcripts of these
interviews. Through thematic analysis, key learning outcomes were identified
across professional groups.
RESULTS
Qualitative analysis revealed four key areas of interprofessional learning:
1. Enhanced emotional regulation: Nursing and radiology students learned from
psychology peers to separate emotion from reasoning and manage patients’
emotions effectively. 2. Strengthened ethical awareness and boundaries:
Physical therapy students recognized shared professional limitations through
discussions with radiology peers. 3. Internalized humanistic care attitudes:
Medical technology students appreciated the value of patience and gentle
communication modeled by caregiving professions. 4. Facilitated perspective
shift and collaborative understanding: Discussions reshaped students’ views
on palliative care and the importance of interprofessional collaboration.
CONCLUSION
The World Café effectively fostered critical reflection, empathy, and
professional role understanding across disciplines. Through open dialogue,
students internalized emotional intelligence, ethical sensitivity, and
communicative skills transferable to clinical care. Incorporating such
interprofessional, humanities-centered learning can better prepare healthcare
students for collaborative and compassionate practice.
Presentation Tag(s)
International Presenter