Acad Med. 2024 Mar 1;99(3):256-260. doi: 10.1097/ACM.0000000000005519. Epub 2023 Nov 10.
Philosophers and scientists alike argue that wonder-that emotion or state of consciousness in which one's attention is fixed on phenomena beyond one's comprehension-is the central virtue and driving force of all education. As in general education, wonder is central to all aspects of academic medicine's tripartite mission; a sense of wonder fuels the delivery of humanized patient care, sparks scientific discoveries, and supports engagement in lifelong learning. Despite its importance throughout medicine, developing a capacity for wonder among physicians has not been a stated goal of medical education, and innovative methods to foster a capacity for wonder have not been explored. There is a growing interest in the arts and humanities in medical education, and evidence suggests that these can support the development of a diverse array of clinically relevant skills and attitudes (including close observation, critical thinking, empathy, and tolerance for ambiguity) in medical learners across the learning continuum. However, even the potential of these methods to support a capacity for wonder has not yet been fully explored. In this article, the authors explore how one of the most widely used and studied arts-based learning activities in medical education, Visual Thinking Strategies, can help develop a capacity for wonder among physicians. They illustrate how Visual Thinking Strategies support the central elements of wonder-based pedagogy (i.e., exploration, improvisation, imagination, personal interest, and the ethos of educators) previously developed in education theory.
哲学家和科学家都认为，好奇心——即一种意识状态，在此状态下，人们的注意力集中在超出自己理解范围的现象上——是所有教育的核心美德和驱动力。在通识教育中，好奇心是学术医学三重使命的核心；对好奇心的感知激发了人性化的患者护理的提供，引发了科学发现，并支持了终身学习的参与。尽管好奇心在整个医学领域都很重要，但培养医生的好奇心并不是医学教育的既定目标，也没有探索培养好奇心的创新方法。人们对医学教育中的艺术和人文学科越来越感兴趣，有证据表明，这些可以支持医学生在整个学习过程中发展一系列多样化的临床相关技能和态度（包括密切观察、批判性思维、同理心和对模糊性的容忍）。然而，即使这些方法有可能支持好奇心的发展，也尚未得到充分探索。在本文中，作者探讨了医学教育中最广泛使用和研究的艺术基础学习活动之一——视觉思维策略（Visual Thinking Strategies）如何帮助培养医生的好奇心。他们举例说明了视觉思维策略如何支持基于好奇心的教学法的核心要素（即探索、即兴创作、想象力、个人兴趣和教育者的精神），这些要素是在教育理论中先前发展起来的。
