Perception of Medical Humanities among Polish Medical Students: Qualitative Analysis
2. Materials and Methods
2.3. Qualitative Analysis
3.1. The MH as an Element of Medicine
Our studies are trade learning, and there is not much of an academic element, as is the case when someone takes MH or social studies, and there is also no creative work (…) students of, for example, technical faculties are obliged to do a vast number of projects (…) [medicine] is simply learning a trade.
(…) medicine is comprehensive; it connects various fields, both humanities and science (…); everything is mixed, it’s not dull.
I would really discard some courses from the first and second years of study; they area waste of time.
Person A: What I like is that we get to know different ways of communication during these studies (…) that we have such classes, a bit on the border of psychology, a bit on the border of communication, and you can actually use it. This is pretty cool. (…)
Person B: It seems to me that in some way, we not only learn about human anatomy, physiology, and diseases, but we learn a little bit by superimposition; we learn how to handle them [patients], what they are and about their personal qualities.
3.2. Discouragement to Learning MH
3.2.1. Poor Quality of Teaching
Person A: (….) well, these classes were terrible.
Person B: I liked them.
Person A: Who conducted yours? I had a young girl who was a physician, but sorry; I have to say it—she was just dumb, really (…)
(…) to these patient-related courses, (…) they are a bit imaginary and focused on an idyllic reality that is not true. (…) The teachers assume that the physician has a lot of time to talk to the patient, so there is a golden and unique rule that a patient should never be interrupted, even if he talks about (…) his life during the war or about his grandchildren. He cannot be interrupted (…). Other rules are also out of touch with reality. (…)
It is not the sociologist who teaches us (…) [sociology], but for example, there is a former geriatrician who conducted it. And he didn’t know much about it (…) He said he was interested in it, but somehow he didn’t really know what he was saying (group laughter). (…)
But it happened very often that the teacher (…) felt offended by the group because, for example, someone said something that was not correct according to her/his views, e.g., (…) “compared to this sick person, normal people they can do something”, I don’t remember exactly what disease it was about, the teacher began to explain for 20 min that we cannot say that the sick is not normal because (…) and a very long, ideological explanation why you cannot do that. (….) Some of the [female] teachers would literally be offended if they were called [coded male name of the profession] and not [coded female name of the profession—rarely used] because she feels like a feminist and so on.
Person A: There was a list there, there are 300 of us per year, and 20 people were present and signed the list for the entire group (…) (Laughter)
Person B: But these classes are impossible to listen to. For example, I must admit that I was there also once because it was my turn, and it was impossible [to listen to], just like that. (…) Often it is the manner of speaking or the form of a lecture at all (…).
3.2.2. Time-Consuming Courses
(…) the problem is that sometimes, these items take up too much of our time and workload, or they are just so poorly conducted, and they are not interesting.
(…), e.g., a class where we learned how to make injections took only 10 h compared to (…) collecting medical history, on which we spent 30 h. (…)
3.2.3. Elective Versus Compulsory Format of Courses
Or maybe as for these unnecessary subjects, we actually had many of these MH courses (…) I don’t know, maybe if some of these courses were elective?
I would also raise the issue of elective courses also and give them a disadvantage (…), let’s say [I am interested in] history, political science, or something else, but there are no such courses [to choose from].
3.2.4. Allocation of MH Classes to Inappropriate Study Years
I think that sometimes the classes at [university name] are poorly matched to the appropriate years; for example, in the second year, we had psychology classes on professional burnout. Well, it’s probably better to have them during the fifth or sixth year than during the second.
4.1. Study Limitations
4.2. Study Strengths
4.3. Future Research
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
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Makowska, M.; Szczepek, A.J.; Nowosad, I.; Weissbrot-Koziarska, A.; Dec-Pietrowska, J. Perception of Medical Humanities among Polish Medical Students: Qualitative Analysis. Int. J. Environ. Res. Public Health 2023, 20, 270. https://doi.org/10.3390/ijerph20010270
Makowska M, Szczepek AJ, Nowosad I, Weissbrot-Koziarska A, Dec-Pietrowska J. Perception of Medical Humanities among Polish Medical Students: Qualitative Analysis. International Journal of Environmental Research and Public Health. 2023; 20(1):270. https://doi.org/10.3390/ijerph20010270Chicago/Turabian Style
Makowska, Marta, Agnieszka J. Szczepek, Inetta Nowosad, Anna Weissbrot-Koziarska, and Joanna Dec-Pietrowska. 2023. "Perception of Medical Humanities among Polish Medical Students: Qualitative Analysis" International Journal of Environmental Research and Public Health 20, no. 1: 270. https://doi.org/10.3390/ijerph20010270