The Art of Observation

Wellbery, Caroline; McAteer, Rebecca A.

doi:10.1097/acm.0000000000000801

Cited by 31 publications

(13 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Students developed their personal and professional identities during the course, which is an important element of physician socialization, the process through which medical students develop the ethical values and professionalism that is expected of physicians [15].…”

Section: Resultsmentioning

confidence: 99%

“…Literature supports that questioning assumptions is a key concept introduced in arts-based groups [2, 11, 14], and this allows for individuals to imagine experiences beyond their own, as well as recognize that uncertainty is an inherent part of medicine [18]. Furthermore, discussing these feelings in the context of art helps develop communication skills needed to articulate thoughts and craft a public narrative with others [15]. In our study, students reported enhanced self-awareness, increased tolerance of ambiguity, and development of a humanistic view of medicine, which supports this novel way of thinking about physician socialization.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

The art of observation: a qualitative analysis of medical students’ experiences

Prasad

Higashi

et al. 2019

BMC Med Educ

View full text Add to dashboard Cite

Background Although the inclusion of arts in medical school curricula has garnered attention, little is known about the effect of arts-based interventions on the behaviors, attitudes, and technical skills of students. The Art of Observation is an optional elective at the University of Texas Southwestern Medical Center (UTSW) in collaboration with educators from the Dallas Museum of Art (DMA). We utilized a qualitative approach to describe in-depth how engaging with art influences the development of medical students’ observation skills and empathy. Methods We analyzed evaluations from 65 medical students who completed the course between 2015 and 2017. Evaluations contained open-ended questions that asked students to reflect upon their experiences and describe their perceptions, thoughts, and feelings after guided museum visits. We used grounded theory to generate a thematic codebook, then employed axial coding to discover thematic relationships. Results We report three main findings and several subthemes: (1) Enhanced observation skills: by engaging with art and completing relevant activities, students developed the ability to synthesize a compelling narrative in addition to learning technical skills; (2) Improved physician socialization: students reported enhanced self-awareness, increased tolerance of ambiguity, and development of a humanistic view of medicine, key components of physician socialization; and (3) Reduction in burnout symptoms: students reported an enhanced sense of well-being after each session, which mitigates the process of burnout. Conclusions Fine arts can be used to teach technical skills, stimulate personal reflection, and prevent burnout. A meaningful engagement with the arts can play an important role in developing physicians who are observant, empathetic, and more well-rounded. Electronic supplementary material The online version of this article (10.1186/s12909-019-1671-2) contains supplementary material, which is available to authorized users.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

The art of observation: a qualitative analysis of medical students’ experiences

Prasad

Higashi

et al. 2019

BMC Med Educ

View full text Add to dashboard Cite

show abstract

“…In the medical field, visual literacy has been defined as "the capacity to identify and analyze facial features, emotions, and general bodily presentations, including contextual features such as clothing, hair and body art" (Bramstedt, 2016). Heightened visual literacy can assist physicians in reaching a diagnosis, making the invisible visible (Wellbery and McAteer, 2015;Bramstedt, 2016) and is particularly valuable in situations when patients are unable to communicate their symptoms (Bramstedt, 2016).…”

Section: Diagnostic Acumenmentioning

confidence: 99%

Using the visual arts to teach clinical excellence

Gelgoot¹,

Caufield-Noll²,

Chisolm³

2018

MedEdPublish

View full text Add to dashboard Cite

Introduction:The authors conducted a review of the literature to identify curricula that incorporate the visual arts into undergraduate, graduate, and continuing medical education to facilitate the teaching of clinical excellence. Methods:The authors searched the PubMed and ERIC electronic databases in May 2017, using search terms such as "paintings," "visual arts," and "medical education," along with terms corresponding to previously defined domains of clinical excellence. Search results were reviewed to select articles published in the highest impact general medicine and medical education journals describing the use of visual arts to teach clinical excellence to all levels of medical trainees and practicing physicians.Results: Fifteen articles met inclusion criteria. Each article addressed at least one of the following clinical excellence domains: communication and interpersonal skills, humanism and professionalism, diagnostic acumen, and knowledge. No articles described the use of the visual arts to teach the skillful negotiation of the health care system, a scholarly approach to clinical practice, or a passion for patient care. Conclusions:This review supports the use of visual arts in medical education to facilitate the teaching of clinical excellence. However, research designed specifically to evaluate the impact of the visual arts on clinical excellence outcomes is needed.

show abstract

“…The Institute of Medicine's Future of Nursing [12] report includes a number of key messages targeted in this project: having nurses practice to their full scope, increasing levels of and quality of nursing education, and needing nurses to be full partners in healthcare and among healthcare professionals. More broadly, there have been a number of recent calls to enhance health professions education to focus more on developing transformative learning experiences, [17] teaching the ability to critically observe pa-tients and capture their narrative experience of health, [65,79] and assisting students to become more empathic and communicate more clearly. [37,80] Studies have shown that including humanities-based educational components in health professions curriculum leads to those outcomes, [24,43,44] which may in turn lead to better patient outcomes and safety.…”

Section: Recommendationsmentioning

confidence: 99%

Evoking a reciprocity of caring: Integration of humanities-based content into an interprofessional education immersion course for advanced practice nursing and health professions students

Brommelsiek

Gotham

Peterson

2016

JNEP

View full text Add to dashboard Cite

Along with calls to train nurse practitioners to be full partners in healthcare and lead interprofessional collaborative practice teams, there have been calls to enhance health professions education to develop transformative learning experiences, teach the ability to critically observe patients and capture their narrative experience of health, and assist students to become more empathic and communicate more clearly. In a Health Resources and Services Administration-funded advanced nursing education project that included advanced practice nursing, dentistry, pharmacy and social work students, several humanities-based learning strategies were infused into an interprofessional curriculum that was paired with interprofessional collaborative practice at an urban, primary care clinic serving underserved patients with multiple chronic conditions. The current study analyzed qualitative data from focus groups and reflective journal entries regarding student perceptions of their interprofessional collaborative practice experience in the clinical setting following the humanities-based interprofessional curriculum. Four major themes were identified that relate to the humanities-based curriculum. Student participants gained confidence in their abilities as health providers, improved their methods of communication and focus with patients, learned how to negotiate ethical situations in support of patient-centeredness, and grew as members of interprofessional collaborative practice teams. Thus, the inclusion of the humanities into nursing and interprofessional education and practice can assist with strengthening presence, promoting moral imagination, and evoking a reciprocity of caring that can lead to improved patient care and outcomes.

show abstract

The Art of Observation

Cited by 31 publications

References 35 publications

The art of observation: a qualitative analysis of medical students’ experiences

The art of observation: a qualitative analysis of medical students’ experiences

Using the visual arts to teach clinical excellence

Evoking a reciprocity of caring: Integration of humanities-based content into an interprofessional education immersion course for advanced practice nursing and health professions students

Contact Info

Product

Resources

About