Kruse Schoen W, Getch Sarah E, Kumar Anshul, Roffler Marissa
Academic Affairs, Texas Tech University Health Sciences Center, Lubbock, USA.
Clinical Psychology, Kansas City University, Kansas City, USA.
Cureus. 2025 Apr 10;17(4):e82022. doi: 10.7759/cureus.82022. eCollection 2025 Apr.
Medical education is increasingly challenged to develop a curriculum that addresses ambiguity, empathy, and perspective-taking. We developed a required art-based curriculum for all first-year medical students to address this need. Within this course, students use art observation and the Visual Thinking Strategies (VTS) question framework to explore interprofessional collaborative practice, ambiguity in healthcare, and perspective-taking. The purpose of this study was to examine if the art-based curriculum was associated with changes in tolerance for ambiguity, perspective-taking, and empathy in medical students. Changes in these qualities were evaluated between in-person, emergency remote, and planned remote sessions. From September 2018 to May 2021, 794 first-year medical students from two campuses participated in a two-hour art observation session where VTS was used to prompt discussion. All participants were surveyed in pre- and post-art observation activities in tolerance for ambiguity, empathy, and perspective-taking. A linear mixed-effects regression model was used to measure pre/post changes for each learning modality (in-person, emergency remote, planned remote). The two-hour art observation activity using VTS was associated with an increase in tolerance for ambiguity of 0.19 (95% CI: 0.15 to 0.23) average TFA scale points. We observed no difference in outcomes across academic years, museums, emergency remote, or planned remote experiences. We did not detect significant differences in either perspective-taking or empathy. We have developed a curriculum that improves qualities that are essential for practice in complex and evolving health systems. These improvements are observed independent of learning modality (in an art museum, emergency remote teaching, or planned remote teaching), creating an opportunity to engage with students and programs across the spectrum of health professions education, independent of location. Providing access to educational programming that addresses essential qualities and behaviors of healthcare providers has the potential to improve patient outcomes through team-based healthcare and interprofessional collaborative practice.
医学教育在开发一门应对模糊性、同理心和换位思考能力的课程方面面临着越来越大的挑战。我们为所有一年级医学生开发了一门必修的基于艺术的课程，以满足这一需求。在这门课程中，学生们运用艺术观察和视觉思维策略（VTS）问题框架来探索跨专业协作实践、医疗保健中的模糊性以及换位思考能力。本研究的目的是检验基于艺术的课程是否与医学生在模糊性容忍度、换位思考能力和同理心方面的变化相关。在面对面授课、紧急远程授课和计划内远程授课期间，对这些素质的变化进行了评估。从2018年9月至2021年5月，来自两个校区的794名一年级医学生参加了一场为时两小时的艺术观察课程，在该课程中运用VTS来推动讨论。在艺术观察活动前后，对所有参与者就模糊性容忍度、同理心和换位思考能力进行了调查。采用线性混合效应回归模型来衡量每种学习模式（面对面授课、紧急远程授课、计划内远程授课）的课前/课后变化。使用VTS的两小时艺术观察活动与模糊性容忍度平均提高0.19个TFA量表点相关（95%置信区间：0.15至0.23）。我们观察到各学年、博物馆、紧急远程授课或计划内远程授课体验的结果没有差异。在换位思考能力或同理心方面，我们没有发现显著差异。我们开发了一门课程，可提升在复杂且不断发展的卫生系统中实践所必需的素质。无论学习模式如何（在艺术博物馆、紧急远程教学或计划内远程教学中），均可观察到这些素质的提升，这为与健康职业教育各个领域的学生和项目进行互动创造了机会，而不受地点限制。提供涉及医疗保健提供者基本素质和行为的教育课程，有可能通过基于团队的医疗保健和跨专业协作实践来改善患者治疗效果。
