Table 2 Main descriptive elements of health humanities articles included for analysis (n = 24)
From: Health Humanities curriculum and evaluation in health professions education: a scoping review
Health Humanities intervention | Count of Articles | Article #s- refer to Appendix A |
|---|---|---|
Reflective practice (includes reflective writing) | 5 | #6, #10, #11, #13, #23 |
Visual arts-based (includes art therapy) | 4 | #1, #5, #19, #22 |
Performance (drama, simulation-based learning) | 4 | #3, #4, #12, #15 |
Multidisciplinary | 4 | #9 #17, #18, #20 |
Literature/ Narrative Medicine (includes creative writing) | 2 | #8, #21 |
Film/Cinema | 2 | #14, #16 |
Music-based learning (includes music therapy) | Â | #24 |
Ethics/Philosophy | 1 | #7 |
Domains of Learning (Bloom et al. 1956) | ||
 1. Knowledge (Cognitive) | 7 | #2, #4, #7, #14, #17, #19, #20 |
 2. Skills (Psychomotor) | 7 | #1, #5, #6, #9, #10, #15, #24 |
 3. Attitudes/Behaviours (Affective) | 10 | #3, #8, #11, #12, #13, #16, #18, #21, #22, #23 |
Bloom’s Six Levels of Learning | ||
 1. Remember | 0 | NIL |
 2. Understand | 10 | #2, #3, #4, #14, #16, #17, #18, #20, #21, #22 |
 3. Apply | 7 | #10, #11, #13, #15, #19, #23, #24 |
 4. Analyze | 3 | #7, #8, #9 |
 5. Evaluate | 2 | #1, #12 |
 6. Create | 2 | #5, #6 |