Center for Medical Humanities and Ethics, University of Texas Health Science Center, San Antonio, Texas, USA.
Acad Med. 2011 Oct;86(10):1266-71. doi: 10.1097/ACM.0b013e31822c1427.
The Art Rounds program uses visual thinking strategies (VTS) to teach visual observation skills to medical and nursing students at the University of Texas Health Science Center San Antonio. This study's goal was to evaluate whether students' exposure to VTS would improve their physical observation skills, increase tolerance for ambiguity, and increase interest in learning communication skills.
In January 2010, 32 students attended three, 90-minute sessions at which they observed and commented on three pieces of art in small groups led by museum educators. Pre and posttest evaluations included Geller and colleagues' version of Budner's Tolerance of Ambiguity Scale, the Communication Skills Attitudes Scale, and free responses to art and patient images. Statistical analyses compared pre and post time looking at images, number of words used to describe images, and number of observations made according to gender and discipline.
Students significantly increased the amount of time they spent looking at art and patient images (P = .007), the number of words they used to describe art (P = .002) and patient images (P = .019), and the number of observations made of art (P = .000) and patient images (P = .001). Females increased the time spent observing significantly more than did males (P = .011). Students significantly increased their tolerance for ambiguity (P = .033) and positive views toward health care professional communication skills (P = .001).
The authors speculate that these improved skills may help in patient care and interprofessional team interactions.
艺术轮（Art Rounds）项目采用视觉思维策略（VTS），向德克萨斯大学健康科学中心圣安东尼奥分校的医学生和护理学生教授视觉观察技能。本研究的目的是评估学生接触视觉思维策略是否会提高他们的身体观察技能，增加对模糊性的容忍度，并增加对学习沟通技巧的兴趣。
2010 年 1 月，32 名学生参加了三次为期 90 分钟的课程，他们在博物馆教育工作者的带领下分成小组观察并评论了三件艺术品。在预测试和后测试中，评估了包括 Geller 及其同事对 Budner 模糊容忍量表的修订版、沟通技巧态度量表，以及对艺术和患者图像的自由反应。统计分析比较了性别和学科之间的图像观察时间、描述图像的词汇量以及观察次数。
学生显著增加了他们观察艺术和患者图像的时间（P=0.007）、描述艺术（P=0.002）和患者图像（P=0.019）的词汇量，以及观察艺术（P=0.000）和患者图像（P=0.001）的次数。女性观察时间的增加明显多于男性（P=0.011）。学生对模糊性的容忍度（P=0.033）和对医疗保健专业沟通技巧的积极态度（P=0.001）显著提高。
作者推测，这些技能的提高可能有助于患者护理和跨专业团队的互动。
