Creative Expression of Science through Poetry and Other Media can Enrich Medical and Science Education

Brown, Sherry‐Ann

doi:10.3389/fneur.2015.00003

Cited by 24 publications

(17 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…[1] After having undergone the routine core training, the students were divided into small groups of 10 students each. Triggers in the form of a thought that can lead them to a given direction were given.…”

Section: Discussionmentioning

confidence: 99%

Poetry in teaching pharmacology: Exploring the possibilities

et al. 2016

View full text Add to dashboard Cite

Objectives:To explore poetry as a tool for active learning in linking knowledge and affective domains and to find if correlating learning with imagination can be used in “assessment for learning.”Materials and Methods:After taking a conventional lecture on Asthma, a creative writing assignment in the form of poetry writing was given to the students. Different triggers were given to the students to channelize their thought pattern in a given direction that was linked to specific areas of academic relevance. Students were asked to reflect on this learning experience and the faculty was asked to evaluate the student assignment on a 5-point Likert scale.Results:Most student groups scored well in the “overall assessment” of creative assignments and were rated as good or fair by the faculty. Students reflections were very informative and revealed that more than 90% of the students liked the exercise and many were too exuberant and liberal with emotional reactions that breathed positive. Around 5% students found the exercise average and another 5% found it very childish.Conclusion:Poetry writing turned out to be like a simulation exercise that linked academic knowledge, creativity, and the affective domain in an assumed scenario, rehearsed in free locales of mind. The metaphorical transition embedded in its subtle creation helped assess deeper understanding of the subject and the logical sequence of thought pattern.

show abstract

Section: Discussionmentioning

confidence: 99%

Poetry in teaching pharmacology: Exploring the possibilities

et al. 2016

View full text Add to dashboard Cite

show abstract

“…There is even some suggestion that a greater collaboration between art and science may help to develop more innovative and well-rounded scientists (Alber, 2001;Wolters and Wijnen-Meijer, 2012;Gurnon et al, 2013;Paiva et al, 2013;Brown, 2015;Segarra et al, 2018;Stivaktakis and Krevatzakis, 2018;Brown, 2019), and this may occur through inspiring the curiosity of more artistically minded students. This view is supported by evidence showing that Nobel Laureates are more likely be active in some form of artistic endeavour than the "average" scientist (Root-Bernstein et al, 2008), and even Einstein, a Nobel recipient himself, is quoted as saying that "the greatest scientists are artists" (Calaprice, 2011).…”

Section: In the Anatomical Learning Toolboxmentioning

confidence: 99%

The Twelve Cranial Nerve Haiku of Christmas: Finding a Place for the Haiku in the Anatomical Learning Toolbox

McLennan

2020

Anatomical Sciences Ed

View full text Add to dashboard Cite

“…We need to expand our concept of evidence to open our hearts and minds to novel thinking, feeling, and interpersonal communication. Creative expression of scientific observation and principles through poetry, narratives, and other media can enrich medical science and education [9]. Medical humanities foster awareness, reflection, and unbridled perception.…”

Section: What Could Be Done?mentioning

confidence: 99%