Kim Kain, Hornor Elizabeth, Zarrabi Ali-John
Department of Medicine, Emory University School of Medicine, Atlanta, GA, USA.
Michael C. Carlos Museum, Emory University, Atlanta, GA, USA.
Adv Med Educ Pract. 2024 Aug 13;15:761-769. doi: 10.2147/AMEP.S464634. eCollection 2024.
Despite the growing evidence favoring use of context-based interdisciplinary pedagogies in medical education, museum learning remains underutilized as a low-cost, replicable tool for introducing such constructs. We describe a novel approach to museum-based education building off the existing pedagogy of Visual Thinking Strategies that heightens the role of context.
, an optional elective at Emory University School of Medicine, was piloted in two iterations for a total of 7 second-year medical students who voluntarily enrolled in the course for the fall 2022 and 2023 semesters. Participating students were transitioning from the preclinical classroom environment to clinical clerkships, a period associated with feelings of personal and professional instability that may particularly benefit from critical reflection. The course included didactic components, hands-on crafting activities, presentations, and discussion groups. Student feedback was collected through anonymous pre- and post-course surveys, as well as written narrative reflections.
All post-course responses ranked their experience of the course as being "valuable" or "very valuable". Narrative reflections were overall positive and highlighted the role of context and cross-disciplinary input in shaping metacognitive awareness and cultivating comfort with uncertainty.
This pilot innovation demonstrates that a methodical framework to arts-based learning can elevate the role of context in a standardized museum education curriculum. Future visual arts and medicine courses may incorporate this framework to chart more active collaborations with museum educators and humanities faculty, as well as engage a broader range of communities and professional disciplines beyond medicine.
尽管越来越多的证据支持在医学教育中使用基于情境的跨学科教学法，但博物馆学习作为一种引入此类教学法的低成本、可复制工具，仍未得到充分利用。我们描述了一种基于博物馆的教育新方法，该方法以现有的视觉思维策略教学法为基础，强化了情境的作用。
在埃默里大学医学院开设的一门选修课程，分两轮进行试点，共有7名二年级医学生自愿报名参加了2022年秋季和2023年春季学期的课程。参与的学生正从临床前课堂环境过渡到临床实习，这一时期会伴随个人和职业上的不稳定感，批判性反思可能会使其受益匪浅。该课程包括理论教学部分、实践手工活动、演示和讨论小组。通过匿名的课前和课后调查以及书面叙述反思收集学生反馈。
所有课后反馈都将他们对课程的体验评为“有价值”或“非常有价值”。叙述性反思总体上是积极的，强调了情境和跨学科输入在塑造元认知意识以及培养对不确定性的适应能力方面的作用。
这项试点创新表明，基于艺术的学习的系统框架可以提升情境在标准化博物馆教育课程中的作用。未来的视觉艺术与医学课程可以纳入这一框架，以便与博物馆教育工作者和人文学科教师开展更积极的合作，并且吸引医学领域之外更广泛的社区和专业学科参与进来。
