Abstract：
This systematic review characterizes the published literature on arts and humanities curricula for psychiatry learners that include any form of program evaluation. Authors searched three databases (Medline ALL, Embase.com, and PsycINFO) to identify articles on arts and humanities in psychiatry education. Criteria for the review included articles reporting outcome measures for arts and humanities learning activities in psychiatry learners. For those articles meeting inclusion criteria, a descriptive analysis was performed as well as an assessment of the level of program evaluation using the Kirkpatrick framework. Of 1,287 articles identified, 35 met inclusion criteria. About half of the programs included medical students (n = 17, 49%). Film and television was the most frequent arts and humanities subject (n = 16, 46%). Most studies incorporated a non-randomized, non-controlled design (n = 30, 86%). Twenty-two (63%) achieved a Kirkpatrick Level 1 designation, 12 achieved Level 2 (34%), and one study achieved Level 3 (3%). Arts and humanities programs have a promising role in psychiatry education. At present, significant heterogeneity in the extant literature makes it difficult to draw general conclusions that could guide future program development. This review underscores the need for rigorous evaluative methods of arts and humanities programs for psychiatry learners.
摘要：
本系统综述描述了针对精神病学学习者的艺术和人文课程的已发表文献，其中包括任何形式的课程评估。作者搜索了三个数据库(MedlineALL，Embase.com,和PsycINFO）以确定精神病学教育中有关艺术和人文学科的文章。审查的标准包括报告精神病学学习者艺术和人文学习活动结果指标的文章。对于那些符合纳入标准的文章，我们进行了描述性分析,并使用Kirkpatrick框架对项目评估水平进行了评估.在确定的1,287篇文章中，35符合纳入标准。大约一半的课程包括医学生（n=17，49％）。电影和电视是最常见的艺术和人文学科（n=16，46％）。大多数研究纳入了非随机的，非对照设计（n=30，86%）。22人（63%）获得了柯克帕特里克1级称号，12人达到二级(34%)，一项研究达到3级（3％）。艺术和人文课程在精神病学教育中发挥着重要作用。目前,现有文献中的显著异质性使得很难得出可以指导未来项目开发的一般性结论。这篇评论强调了精神病学学习者需要严格的艺术和人文课程评估方法。
