Role of humanities in medical curricula in the South-East Asia region
A scoping review
Bibliographic Data
| ID | 17832137 |
|---|---|
| Authors | Saroj Jayasinghe (0000-0003-1460-6073, University of Colombo, corresponding author), Santhushya Fernando (0000-0001-6811-9436, University of Colombo), Upuli Edirisinghe (University of Colombo), Gihani Jayawardana (University of Colombo), Pasan Madhusankha (University of Colombo), Nadeeka Chandrarathne (0000-0002-3093-9102, University of Colombo) |
| Year | 2026 |
| Publication date | 2026-04-22 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Humanities and Social Sciences Communications (JOURNAL) |
| Journal identifiers | ISSN: 2662-9992 • E-ISSN: 2662-9992 |
| Publisher | Palgrave Macmillan (PUBLISHER • GB) |
| DOI | 10.1057/s41599-026-07291-z |
| OpenAlex | W7155231584 |
| Language | EN |
| References cited | 55 |
Countries in the WHO’s South-East Asia Region (SEAR) have made significant progress in training healthcare workers. However, concerns remain about the quality and competencies of these workers, particularly in areas such as people-centred care and empathy. There is evidence that integrating the humanities into medical education and training could address these concerns and further enhance the quality of primary care. We aimed to study the role of medical humanities in medical education across the SEARO through a scoping review, focusing specifically on the role of the arts (e.g., visual and performance arts) in medical education. A published scoping methodology was used, without quality-based exclusion, to ensure comprehensive coverage. We included empirical qualitative or mixed-method studies from PubMed (January 2010–June 2024) focusing on undergraduate medical students in the WHO South-East Asia Region countries. Additional articles and grey literature were identified via reference screening. Data were extracted using a standardised form, with dual-reviewer screening and senior investigator arbitration. We found that several medical schools have integrated diverse art forms (e.g., narrative writing, literature, visual art, drama, cinema, music, photography) into their curricula through modules, electives, or mandatory structured teaching programs, typically in the first academic year. Informal volunteer groups, formal medical humanities units, or dedicated departments organised these. While short-term positive impacts were reported, evidence of long-term impacts was limited. It is timely for health professional education institutions and organisations such as the WHO Regional Office for South-East Asia to support a more coordinated effort to integrate the humanities into health professional education- drawing on locally relevant arts and cultural traditions while reducing the lingering influence of less relevant colonial and foreign models. Regulatory authorities should guide the introduction of humanities into curricula to foster more people-centered healthcare professionals who are empathic and compassionate
Curriculum · Grey literature · Health care · Medical humanities · Narrative · The arts · Empathy and Medical Education · Film in Education and Therapy · Media Influence and Health
The Devil is in the Third Year
Cinemeducation to teach patient safety
Does Empathy Decline in the Clinical Phase of Medical Education? A Nationwide, Multi-Institutional, Cross-Sectional Study of Students at DO-Granting Medical Schools
Longitudinal Integrated Clerkships, empathy and patient centredness
Borderlands
Body painting to promote self-active learning of hand anatomy for preclinical medical students
Cultural Competence in Healthcare and Healthcare Education
A poem in a medium not of words
Transformational learning for health professionals through a Theatre of the Oppressed workshop
Confluence
Medical humanities as expressive of Western culture
Scoping studies
| Citation velocity | historical |
|---|---|
| Highly cited | No |