The Southern Medical Journal (SMJ) is the official, peer-reviewed journal of the Southern Medical Association. It has a multidisciplinary and inter-professional focus that covers a broad range of topics relevant to physicians and other healthcare specialists.

SMJ // Article

Original Article

Cultural Competency in Medical Education through the Arts and Humanities: An Innovative Immersive Community-Based Workshop

Authors: Madeleine Howard, MD, Jessica Laenger, MD, Sabrina Billings, MD, Chrysanthe Yates, MA, Elizabeth Mattson, MSM, MT-BC, Ashley Thomas, MD, Cara Prier, MD, Ebone Hill, MD, Jaimie Grega, BS, Turner Gibson, MS, Daniel Silva, MHA, Zhuo Li, MS, Mary S. Hedges, MD

Abstract

Objective: Teaching cultural competency is a critical but challenging task for clinician educators. Immersive experiential learning in the local community through the arts and humanities remains underexplored in medical education. To address this gap, a novel arts and humanities–based cultural competency workshop was developed.

Methods: This half-day cultural competency workshop was a collaborative effort between a center for humanities in medicine and an Internal Medicine residency program at an academic institution in the southeastern United States. The workshop incorporated a walking tour to sites in the historic downtown area near the institution’s Community Health Collaborative to highlight local artists and the intersection of art, history, community, and health. Facilitators provided prompts to help guide discussion. Residents were asked to complete an anonymous, pre- and postintervention survey comprising five questions about arts and humanities–based learning and several aspects of cultural competency. Likert scale responses ranged from 1 (strongly disagree/extremely uncomfortable) to 5 (strongly agree/extremely comfortable).

Results: A total of 43 residents participated in the workshop, 35 of whom (82%) completed the presurvey and 26 (60%) completed the postsurvey. Pre- and postintervention surveys demonstrated statistically significant improvements across all five learning outcomes assessed. The findings indicate improved awareness and self-perceived readiness to engage with cultural issues in clinical practice, demonstrating the value of humanities in facilitating experiential understanding of such concepts.

Conclusions: This pilot study highlights the significant potential of immersive arts and humanities–based learning to enhance cultural competency in medical education. This approach can effectively complement traditional clinical training to enhance culturally responsive care. Future studies should implement this model across a broader range of training environments and specialties. By investing in such innovative educational approaches, we can better prepare the next generation of physicians to navigate the complexities of patients and deliver better care.

 

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