Number
243
Name
Harmony Healers: How a Student Music Service-Learning Program Enhances Learning and Patient Experience
Date & Time
Monday, June 8, 2026, 6:00 PM - 7:30 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Norman Miles Farr, University of Texas Medical Branch, Faculty
Anne Laurie Looper, University of Texas Medical Branch, Program Manager
Jonathan Contreras, University of Texas Medical Branch, Medical Student
Davis Varghese, University of Texas Medical Branch, Medical Student
Presentation Topic(s)
Curriculum
Description
PURPOSE
Music therapy programs are associated with reduced patient anxiety,
improved satisfaction, staff wellness, and gains in student empathy and
communication. To leverage these benefits within an educational framework, we
created a value-added, service-learning opportunity in which health
profession students provide live music on inpatient units benefiting
patients, hospital staff, and learners.
METHODS
The Office of Community Engagement and Education launched two student music
initiatives: Harmony Healers, a bedside music program, and Hallway Healers,
featuring large-instrument performances on a geriatric unit. We also
implemented a Student-Musician in Residence Passion-Driven Service-Learning
Program (PDSLP) requiring preparation, ?10 hours of service, and reflection.
Qualitative data from focus groups and written reflections were analyzed to
characterize educational impact.
RESULTS
In the first academic year, 13 learners provided 39 sessions totaling 78
hours of music; 3 learners completed PDSLP requirements, and the student
program leader contributed an additional 50 hours of bedside music. Thematic
analysis identified key educational impacts on learners including a deeper
connection to patients’ humanity, greater comfort engaging with patients and
interprofessional staff, improved communication skills, and enhanced
wellness.
In the first three months of Year 2, 7 students delivered 22 sessions (44
hours), 4 additional PDSLP participants enrolled, a formal music-request
process and palliative care partnership were established, and two student
ambassador roles were added, expanding leadership opportunities and
contributing an additional 66 hours of bedside music.
CONCLUSIONS
A hospital-based student music program is feasible, low-cost, and reproducible
within an academic medical center and appears to benefit patients, staff, and
learners. Qualitative data suggests positive effects on learner empathy,
communication skills, comfort in inpatient care, and wellness. Building on
these results, our next steps include using standardized quantitative
measures of empathy, flourishing, and wellness comparing participants and
non-participants to further evaluate educational impact.
Music therapy programs are associated with reduced patient anxiety,
improved satisfaction, staff wellness, and gains in student empathy and
communication. To leverage these benefits within an educational framework, we
created a value-added, service-learning opportunity in which health
profession students provide live music on inpatient units benefiting
patients, hospital staff, and learners.
METHODS
The Office of Community Engagement and Education launched two student music
initiatives: Harmony Healers, a bedside music program, and Hallway Healers,
featuring large-instrument performances on a geriatric unit. We also
implemented a Student-Musician in Residence Passion-Driven Service-Learning
Program (PDSLP) requiring preparation, ?10 hours of service, and reflection.
Qualitative data from focus groups and written reflections were analyzed to
characterize educational impact.
RESULTS
In the first academic year, 13 learners provided 39 sessions totaling 78
hours of music; 3 learners completed PDSLP requirements, and the student
program leader contributed an additional 50 hours of bedside music. Thematic
analysis identified key educational impacts on learners including a deeper
connection to patients’ humanity, greater comfort engaging with patients and
interprofessional staff, improved communication skills, and enhanced
wellness.
In the first three months of Year 2, 7 students delivered 22 sessions (44
hours), 4 additional PDSLP participants enrolled, a formal music-request
process and palliative care partnership were established, and two student
ambassador roles were added, expanding leadership opportunities and
contributing an additional 66 hours of bedside music.
CONCLUSIONS
A hospital-based student music program is feasible, low-cost, and reproducible
within an academic medical center and appears to benefit patients, staff, and
learners. Qualitative data suggests positive effects on learner empathy,
communication skills, comfort in inpatient care, and wellness. Building on
these results, our next steps include using standardized quantitative
measures of empathy, flourishing, and wellness comparing participants and
non-participants to further evaluate educational impact.