Department of Medicine, Memorial Sloan Kettering Cancer Center, New York, NY, USA.
Duke University School of Medicine, Durham, NC, USA.
Med Educ Online. 2022 Dec;27(1):2010513. doi: 10.1080/10872981.2021.2010513.
The role of the visual arts in medical education has been understudied, especially with regard to program evaluation and learner assessment of complex competencies such as professional identity, team building, and tolerance for ambiguity. We designed a study to explore how an integrative art museum-based program might benefit 3rd and 4th year medical students.
We piloted 6 sessions with 18 participants. Evaluation methods included post-session surveys and semi-structured focus groups, which we qualitatively analyzed using an open-coding method.
Seven themes emerged from the analysis related to the overarching realms of 'form' and 'function.' 'Form' themes included structural elements of the sessions that enabled engagement: (1) group format, (2) methods (e.g., discussion prompts, activities), (3) setting (e.g., physical space of the museum, temporal space), and (4) objects (e.g., paintings, sculptures). 'Function' themes included the personal and professional value and meaning derived from the sessions: (1) appreciation of others, (2) critical skills, and (3) personal inquiry.
Our results expand what is known about the role of the visual arts in medical education by suggesting that the visual arts may facilitate clinically relevant learning across a range of competencies via specific formal aspects (group format, method, setting, objects) of art museum-based pedagogical methods.
视觉艺术在医学教育中的作用尚未得到充分研究，特别是在涉及专业身份、团队建设和对模糊性的容忍等复杂能力的课程评估和学习者评估方面。我们设计了一项研究，以探讨综合美术馆为基础的课程如何使三、四年级医学生受益。
我们对 18 名参与者进行了 6 次会议的试点。评估方法包括会议后的问卷调查和半结构化焦点小组讨论，我们使用开放式编码方法对其进行了定性分析。
分析中出现了七个与“形式”和“功能”这两个总体领域相关的主题。“形式”主题包括使参与得以实现的会议的结构元素：(1) 小组形式；(2) 方法(例如讨论提示、活动)；(3) 环境(例如博物馆的物理空间、时间空间)；(4) 物体(例如绘画、雕塑)。“功能”主题包括从会议中获得的个人和职业价值和意义：(1) 对他人的欣赏；(2) 关键技能；(3) 个人探究。
我们的研究结果扩展了视觉艺术在医学教育中的作用，表明视觉艺术可以通过美术馆教学方法的具体形式方面(小组形式、方法、环境、物体)促进一系列能力的临床相关学习。
