Using the visual arts to teach clinical excellence

Abstract

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.

A visit to The Doctor

“…(Launer, 2012) Two recent articles reviewed the literature on the use of arts-based initiatives in the medical curriculum. (Gelgoot, Caufield-Noll and Chisolm, 2018;Taylor, Lehmann and Chisolm, 2018) Both supported the use of the arts and both noted the lack of research with respect to the evaluation of their use and the long-term impact on learners and patients. Such research would certainly be valuable but challenging to conduct because many factors are instrumental in behavioural change.…”

“…The same articles identified various obstacles or difficulties with incorporating the visual arts in medical education. (Gelgoot, Caufield-Noll and Chisolm, 2018;Taylor, Lehmann and Chisolm, 2018) These included, lack of interest or engagement by learners, because of negative impressions of the arts and, having educators skilled in using the arts. The film The Doctor addresses the same themes as Fildes' painting and they are equally accessible with respect to their themes.…”

“…(Alexander, Lenahan and Pavlov, 2015;Alexander, Lenahan and Pavlov, 2012) There are many articles that describe the arts based initiatives that have been used in various medical schools. (Gelgoot, Caufield-Noll and Chisolm, 2018;Taylor, Lehmann and Chisolm, 2018) One such initiative is Rita Charon's school of narrative medicine which has its foundations in literature and uses reflective writing for promoting understanding of patients' experiences and developing personal insight. (DasGupta and Charon, 2004;Charon, 2006;Charon, Hermann and Devlin, 2016) The area of creative and reflective writing aside, there is very little on how to use the arts.…”

Sculpture for Surgeons

“…For example, Gelgoot et al carried out a literature review on this topic and found some promising responses. 2 This included university courses using discussions over paintings as a way of reflecting on topics such as mental illness, doctor-patient relationship, suffering and death. Penn State, Harvard and UT Austin are among the universities incorporating humanities into medical education.…”

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

“…A report of this study is currently under review as a conditionally accepted publication in a peer-reviewed journal, in addition to the two non-BEAM specific literature reviews already published. 13,16 Beyond the capacity for individual skill-building and interior development, BEAM can also act as a reminder of the inherent togetherness of the medical profession; learning makes beginners of us all by forcing us to ask questions, share reflection, and volunteer ideas at the risk of being really heard by those around us. 17 It's all about being open to the unfamiliar; and this, in turn, reflects naturally the vulnerability of the patient confronting the unfamiliar illness, and hence restores a therapeutic alliance to the clinical relationship.…”