Abstract:This paper describes an innovative 2 weeks module for medical students facilitated by drama educators and a palliative medicine doctor. The module incorporates drama, end-of-life care, teamwork and reflective practice. The module contents, practical aspects of drama teaching and learning outcomes are discussed. Various themes emerged from a study of Harold Pinter's play, The Caretaker, which were relevant to clinical practice: silence, power, communication, uncertainty and unanswered questions. Drama teaching … Show more
“…Our selection strategy yielded 49 articles . Of these, 35 presented empirical data and 14 were conceptual in nature.…”
Section: Resultsmentioning
confidence: 99%
“…Instructor transparency and participation in the process are both critical for creating trust, because students intuitively recognise that their engagement with the arts is a process of self‐disclosure that can easily be abused . Specific strategies that authors used to create a safe learning environment included developing a set of ground rules for the course and creating contract agreements . These strategies were seen as not only setting a particular context, but also a way of capitilising on the arts’ ability to bring people together and to create a community of learners.‘We are a community of learners mining a work of art for its potential meaning… In retrospect, this sense of “we‐ness”, of the relationships in the foreground and the background, operated like metaphoric connective tissue that cushioned, supported, and structured the experiences.’…”
Section: Resultsmentioning
confidence: 99%
“…Using the arts in medical education is not new . A rich literature describes many innovative programmes and studies that justify investing time and resources in the arts as a way to promote clinical skills and humanistic practice . For example, educators use theatre training, art museum field trips and film review to teach communication, observation and a variety of humanistic topics .…”
The arts have unique qualities that can help create novel ways to engage learners. These novel ways of engagement can foster learners' ability to discover and create new meanings about a variety of topics, which in turn can lead to better medical practice. At each of these steps, specific actions by the teacher can enhance the potential for learners to move to the next step. The process can be enhanced when learners participate in the context of a group, and the group itself can undergo transformative change. Future work should focus on using this model to guide process design and outcome measurement in arts-based education.
“…Our selection strategy yielded 49 articles . Of these, 35 presented empirical data and 14 were conceptual in nature.…”
Section: Resultsmentioning
confidence: 99%
“…Instructor transparency and participation in the process are both critical for creating trust, because students intuitively recognise that their engagement with the arts is a process of self‐disclosure that can easily be abused . Specific strategies that authors used to create a safe learning environment included developing a set of ground rules for the course and creating contract agreements . These strategies were seen as not only setting a particular context, but also a way of capitilising on the arts’ ability to bring people together and to create a community of learners.‘We are a community of learners mining a work of art for its potential meaning… In retrospect, this sense of “we‐ness”, of the relationships in the foreground and the background, operated like metaphoric connective tissue that cushioned, supported, and structured the experiences.’…”
Section: Resultsmentioning
confidence: 99%
“…Using the arts in medical education is not new . A rich literature describes many innovative programmes and studies that justify investing time and resources in the arts as a way to promote clinical skills and humanistic practice . For example, educators use theatre training, art museum field trips and film review to teach communication, observation and a variety of humanistic topics .…”
The arts have unique qualities that can help create novel ways to engage learners. These novel ways of engagement can foster learners' ability to discover and create new meanings about a variety of topics, which in turn can lead to better medical practice. At each of these steps, specific actions by the teacher can enhance the potential for learners to move to the next step. The process can be enhanced when learners participate in the context of a group, and the group itself can undergo transformative change. Future work should focus on using this model to guide process design and outcome measurement in arts-based education.
“…28 Other novel interventions that may help overcome barriers include video conferencing, team-based learning, the use of simulation, online case-based modules, reading literature, and self-reflection. [29][30][31][32] The lack of experienced faculty also can be addressed. The End-of-Life Nursing Education Consortium (ELNEC) courses have been successfully used to prepare graduate nursing faculty to provide palliative care.…”
The need for clinicians trained in palliative care will increase as more Americans live with life-limiting illness. Although multiple studies have described the nature of palliative care education in prelicensure programs, there have been no similar studies of nurse practitioner programs. We surveyed 101 nurse practitioner programs. Most programs provide little instruction in palliative care; education is often limited to a few hours of lecture. One-third of programs offer no instruction. Although palliative care is an important component of advanced practice nursing practice, programs may not be providing adequate education.
“…This theme perhaps saw the arts occupy their traditional role in medical education, whereby the arts are used as instruments to help develop such qualities as reflection, communication skills, critical thinking, leadership, access to tacit knowledge, empathy, appreciation of complexity and communities of practice in a variety of different groups that included undergraduate medical students, general practice trainees, teaching faculty staff, and mental health workers and their clients. Other studies suggested that using the visual arts in teaching can improve medical students’ observational and diagnostic skills …”
The effectiveness of the arts cannot be measured by yardsticks that have been set for judging technical proficiency or short-term impact. The possible outcomes of embracing the arts in medical education include an enriched view of lifelong learning and professional development, the potential to critique prevailing approaches to medical practice, and the revisualisation of medicine as a succession of performances. These open up the broader social aspects of medical practice to scrutiny and offer new and distinctive ways of exploring professional knowledge and identity.
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