Arts-based interventions in healthcare education

Abstract

Healthcare education institutions are increasingly including arts-based interventions in their programmes. We analysed 62 studies of arts-based interventions to understand how these interventions may be beneficial, and why providing evidence continues to be a challenge for the field.Our analysis highlighted two issues. We found that 79% of the included studies reported that their interventions were successful, but without always defining this success or how it was measured. This lack of clarity was apparent in descriptions of both what arts-based interventions aimed to do, and in descriptions of how they might do this. We also found that only 34% of studies involved a collaboration with artists or arts educators, raising questions over who had the necessary experience and specialism in the arts to design and deliver such interventions.Our analysis revealed that arts-based interventions are failing to acknowledge, and subsequently capture through assessment, the process of learning in the moment. This is particularly important because arts-based pedagogies typically use embodied, practical, physical methods, in which what is being learnt cannot be separated from the process of learning. Involving artists and arts educators throughout the process of designing and delivering these interventions may help to bring clarity over what arts-based interventions are aiming to do and how they may do this, and ensure that appropriate evaluation methods are used. We suggest that close observation with feedback, and the use of reflective portfolios are two ways of assessing the process of learning in arts-based interventions.

Photodentistry – an innovative approach to improving students’ empathy and learning experiences in comprehensive patient care

“…[7][8][9] Previously, visual arts-based learning activities involved visits to the museum to expose students to artistic paintings. [7][8][9] Such visits can be time consuming as well as difficult to arrange due to transportation issues and financial constraints. The use of street photographs in this study is perceived to be more practical and financially feasible, as the photographic content can be made available in various formats, including print and electronic.…”

“…Such pedagogical methodology is in contrast to the traditional training approach, where patients are managed in a department‐based manner 5,6 . Educational techniques to instill the development of empathy are also gaining momentum, 7‐9 in response to the declining level of empathy demonstrated by dental students as they progress through their studies 10,11 …”

“…5,6 Such pedagogical methodology is in contrast to the traditional training approach, where patients are managed in a department-based manner. 5,6 Educational techniques to instill the development of empathy are also gaining momentum, [7][8][9] in response to the declining level of empathy demonstrated by dental students as they progress through their studies. 10,11 Although dental schools around the world have shown trends in offering training programs in empathy development and comprehensive patient care, the situation in Malaysia is unknown.…”

“…This innovative approach was developed based on previous findings that reported the effectiveness of visual arts in instilling empathy among medical, dental, and allied health students around the world. [7][8][9] This study also investigated students' perceptions of the effect of the Photodentistry learning activity on their educational experience in comprehensive patient care.…”

Highlights from the Innovation Showcase (AFMRD)

“…Studies indicate integrating an arts programs can have impact on stress reduction, whole person orientation, professionalism, empathy, higher level observational skills and teamwork/communication. 2 Our voluntary 40-minute sessions occur on Fridays over lunch every 4 weeks in the group visit room with size ranging from 5-20 faculty, students, residents, medical assistants, nurses, nurse practitioners, and front office staff.…”