Miller Alexa, Grohe Michelle, Khoshbin Shahram, Katz Joel T
Arts Practica, Boston, MA, 02130, USA,
J Med Humanit. 2013 Dec;34(4):433-8. doi: 10.1007/s10912-013-9250-8.
Increasingly, medical educators integrate art-viewing into curricular interventions that teach clinical observation-often with local art museum educators. How can cross-disciplinary collaborators explicitly connect the skills learned in the art museum with those used at the bedside? One approach is for educators to align their pedagogical approach using similar teaching methods in the separate contexts of the galleries and the clinic. We describe two linked pedagogical exercises--Visual Thinking Strategies (VTS) in the museum galleries and observation at the bedside--from "Training the Eye: Improving the Art of Physical Diagnosis," an elective museum-based course at Harvard Medical School. It is our opinion that while strategic interactions with the visual arts can improve skills, it is essential for students to apply them in a clinical context with faculty support-requiring educators across disciplines to learn from one another.
越来越多的医学教育工作者将艺术观赏融入到教授临床观察的课程干预中，通常会与当地艺术博物馆的教育工作者合作。跨学科合作者如何明确地将在艺术博物馆学到的技能与在床边使用的技能联系起来？一种方法是教育工作者在画廊和诊所这两个不同的环境中，使用相似的教学方法来调整他们的教学方式。我们描述了两个相关的教学练习——博物馆画廊中的视觉思维策略（VTS）和床边观察，这两个练习来自哈佛医学院一门以博物馆为基础的选修课程《训练眼力：提高物理诊断艺术》。我们认为，虽然与视觉艺术的策略性互动可以提高技能，但学生在教师的支持下将这些技能应用于临床环境至关重要，这要求跨学科的教育工作者相互学习。
