Haidet Paul, Jarecke Jodi, Adams Nancy E, Stuckey Heather L, Green Michael J, Shapiro Daniel, Teal Cayla R, Wolpaw Daniel R
Office for Scholarship in Learning and Education Research, Pennsylvania State University College of Medicine, Hershey, Pennsylvania, USA.
Department of Medicine, Pennsylvania State University College of Medicine, Hershey, Pennsylvania, USA.
Med Educ. 2016 Mar;50(3):320-31. doi: 10.1111/medu.12925.
A rich literature describes many innovative uses of the arts in professional education. However, arts-based teaching tends to be idiosyncratic, depending on the interests and enthusiasm of individual teachers, rather than on strategic design decisions. An overarching framework is needed to guide implementation of arts-based teaching in medical education. The objective of this study was to review and synthesise the literature on arts-based education and provide a conceptual model to guide design, evaluation and research of the use of the arts in medical education.
A systematic literature review using the PubMed and ERIC databases. Search terms included humanism, art, music, literature, teaching, education, learning processes, pedagogy and curriculum. We selected empirical studies and conceptual articles about the use of creative arts, imagery and symbolism in the context of professional education. Data synthesis involved a qualitative content analysis of 49 included articles, identifying themes related to educational characteristics, processes and outcomes in arts-based education.
Four common themes were identified describing (i) unique qualities of the arts that promote learning, (ii) particular ways learners engage with art, (iii) documented short- and long-term learning outcomes arising from arts-based teaching and (iv) specific pedagogical considerations for using the arts to teach in professional education contexts.
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.
丰富的文献描述了艺术在专业教育中的许多创新用途。然而，基于艺术的教学往往是独特的，取决于个别教师的兴趣和热情，而不是基于战略设计决策。需要一个总体框架来指导医学教育中基于艺术的教学的实施。本研究的目的是回顾和综合关于艺术教育的文献，并提供一个概念模型，以指导医学教育中艺术使用的设计、评估和研究。
使用PubMed和ERIC数据库进行系统的文献综述。检索词包括人文主义、艺术、音乐、文学、教学、教育、学习过程、教学法和课程。我们选择了关于在专业教育背景下使用创意艺术、意象和象征主义的实证研究和概念性文章。数据综合涉及对49篇纳入文章的定性内容分析，确定与基于艺术的教育中的教育特征、过程和结果相关的主题。
确定了四个共同主题，描述了（i）促进学习的艺术的独特品质，（ii）学习者参与艺术的特定方式，（iii）基于艺术的教学产生的记录在案的短期和长期学习成果，以及（iv）在专业教育背景下使用艺术进行教学的具体教学考虑因素。
艺术具有独特的品质，可以帮助创造吸引学习者的新方法。这些新颖的参与方式可以培养学习者发现和创造关于各种主题的新意义的能力，这反过来又可以导致更好的医疗实践。在这些步骤中的每一步，教师的具体行动都可以增强学习者进入下一步的潜力。当学习者在小组环境中参与时，这个过程可以得到加强，并且小组本身可以经历变革性的变化。未来的工作应该集中在使用这个模型来指导基于艺术的教育中的过程设计和结果测量。
