For nearly four decades, researchers have explored the integration of arts and humanities content into health professions education (HPE). However, enduring controversies regarding the purpose, efficacy, and implementation of humanities initiatives suggest that the timing and context of trainees’ exposure to such content is a key, but seldom considered, factor. To better understand the affordances of introducing humanities-based health curriculum prior to the HPE admissions gateway, we conducted a qualitative instrumental case study with participants from Canada’s first Health Humanities baccalaureate program. Fully anonymized transcripts from semi-structured interviews (n = 11) and focus groups (n = 14) underwent an open-coding procedure for thematic narrative analysis to reveal three major temporal domains of described experience (i.e., prior to, during , and following their participation in a 12-week semester-long “Introduction to Health Humanities” course). Our findings demonstrate that perceptions of arts- and humanities content in health education are generated well in advance of HPE admission. Among other findings, we define a new concept—epistemological multicompetence—to describe participants’ emergent capability to toggle between (and advocate for the role of) multiple disciplines, arts and humanities particularly, in health-related teaching and learning at the pre-professional level. Improved coordination of baccalaureate and HPE curricula may therefore enhance the development of capabilities associated with arts and humanities, including: epistemological multicompetence, aesthetic sensibility, and other sought-after qualities in HPE candidates. In conclusion, attending to the pre-professional admissions gateway presents a new, capabilities-driven approach to enhancing both the implementation and critical understanding of arts and humanities’ purpose, role, and effects across the “life course” of health professions education.

中文翻译：

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超越同理心：专业（学士学位）健康教育中艺术和人文学科的定性探索

近四年来，研究人员一直在探索将艺术和人文内容整合到卫生专业教育 (HPE) 中。然而，关于人文举措的目的、效力和实施的持久争议表明，受训者接触此类内容的时间和背景是一个关键但很少考虑的因素。为了更好地了解在 HPE 招生门户之前引入基于人文的健康课程的能力，我们与加拿大第一个健康人文学士学位课程的参与者进行了定性工具案例研究。来自半结构化访谈 (n = 11) 和焦点小组 (n = 14) 的完全匿名记录经历了主题叙事分析的开放编码程序，以揭示所描述经历的三个主要时间域（即，之前，在他们参加为期 12 周的学期“健康人文概论”课程期间和之后）。我们的研究结果表明，对健康教育中艺术和人文内容的看法是在 HPE 入学之前产生的。在其他发现中，我们定义了一个新概念——认识论的多重能力——来描述参与者在多个学科、艺术和人文学科之间切换（并倡导其作用）的新兴能力，尤其是在专业前的健康相关教学和学习中。等级。因此，改进学士学位和 HPE 课程的协调可能会促进与艺术和人文相关能力的发展，包括：认识论的多重能力、审美敏感性和 HPE 候选人的其他抢手素质。综上所述，