Bedside education in the art of medicine (BEAM): A learner's perspective on arts‐based teaching

Abstract

In today's culture of the medical profession, it is fairly unusual for students to actually witness physicians talking with patients about anything outside scientific explanation. That other side of medicinethe one that goes beyond explanation to understandinggoes unexplored, and the patient's personal narrative is consequently less understood. Meanwhile, though reflective writing is the most frequently used didactic method to promote introspection and deeper consolidation of new ideas for medical learners, there is robust evidence that other art formssuch as storytelling, dance, theatre, literature and the visual artscan also help deepen reflection and understanding of the human aspect of medical practice. The overall goal of the Bedside Education in the Art of Medicine (BEAM) project is to redress these issues through early interventions within the culture of the medical profession. By creating an arts-based humanities curriculum, we hope to broaden medical learners' understanding and shine a light on what it meansfor patients and cliniciansto be human, live well, experience loss, encounter disease, and engage in a therapeutic relationship. BEAM is envisioned as a modular, online resource of "third things" that any clinician anywhere will be able to access via a smartphone application to deliver brief, focused, humanistic clinical teaching in

Humans, machines and decisions: Clinical reasoning in the age of artificial intelligence, evidence‐based medicine and Covid‐19

“…The series of papers that follows [10][11][12][13][14][15][16] adopts a pertinent shift in focus, to bring in the role of the arts and virtue in the development of human reasoning. Papers highlight new prospects for, and challenges to, the education of health professionals, regarding the cultivation of virtue, the role of culture, humility, existential uncertainty and 'hospitality'.…”

“…[10][11][12][13][14] Authors propose ways that practitioners can use their distinctively human skills and capacities to support patients navigating the disorienting territory of acute illness, 14 to provide genuinely person-centred responses to patients whose sense of meaning and identity may be undermined by serious threats to their health, 13 and more broadly to design a curriculum to enable medical learners to develop a fuller understanding of what it means 'to be human, live well, experience loss, encounter disease, and engage in a therapeutic relationship'. 11 The contributors suggest ways to 'broaden understandings of culture and associated workings of power to accommodate the effects of biomedicine's technologising turn', 12 and the section concludes with two rather novel 'non-evidence based lyric essays' 15,16 which chronicle the history of EBM. The essays use this history to reflect upon 'the consequences of medicine's continued quest to be "scientific"', with the goal of demonstrating the need for 'expanding the purview of medical institutions to include not only substantive biomedical capacity, but also scholarly social sciences and humanities infrastructure'.…”

“…The series of papers that follows 10‐16 adopts a pertinent shift in focus, to bring in the role of the arts and virtue in the development of human reasoning. Papers highlight new prospects for, and challenges to, the education of health professionals, regarding the cultivation of virtue, the role of culture, humility, existential uncertainty and ‘hospitality’ 10‐14 . Authors propose ways that practitioners can use their distinctively human skills and capacities to support patients navigating the disorienting territory of acute illness, 14 to provide genuinely person‐centred responses to patients whose sense of meaning and identity may be undermined by serious threats to their health, 13 and more broadly to design a curriculum to enable medical learners to develop a fuller understanding of what it means ‘to be human, live well, experience loss, encounter disease, and engage in a therapeutic relationship’ 11 …”

Design of online art education system based on 3D virtual simulation technology

“…Effectively linking multiple art form categories for simultaneous teaching and interpenetration is more in line with contemporary art education's developmental reality and helps open up students' minds and horizons. In particular, interactive induction teaching can effectively mobilize students' attention and make them give full play to their subjective initiative and truly experience and perceive beauty in a relatively relaxed and artful teaching atmosphere [9].…”