Chou Kang-Ju, Cheng Ying-Yao, Cheng Wen, Chuang Hsueh-Hua, Tsai Chun-Teng, Fang Hua-Chang
Department of Education and Research, Pingtung Veterans General Hospital, Pingtung, 900053, Taiwan.
School of Medicine, National Yang Ming Chiao Tung University, Taipei, 112304, Taiwan.
BMC Med Educ. 2025 May 27;25(1):785. doi: 10.1186/s12909-025-07333-1.
Art-mediated educational strategies are increasingly recognized for fostering transformational learning (TL), reshaping perspectives and life attitudes. This study explored how engagement frequency, professional category, and years of work experience influence the effects of participating in art creation and appreciation on healthcare providers' (HCPs) life attitudes in a teaching hospital.
An annual art-based workshop, "Whole-Person Care Experience Sharing," was conducted at a teaching hospital. While most participation was voluntary, some staff were assigned to create artworks, and others could choose to appreciate or not. Afterward, the Short-Form Life Attitude Inventory (SF-LAI) was distributed to all hospital staff and collected anonymously. Retrospective analyses included responses from 2020 (n = 835, 24.8%) and 2021 (n = 474, 14.9%). Respondents were stratified by engagement level: non-engaged, attendees (appreciators), participants (creators), or both. A factorial ANOVA assessed the effects of gender, engagement frequency, professional category, and years of work experience, including interaction terms, with post hoc Bonferroni tests identifying subgroup differences.
Staff who both created and appreciated art exhibited the highest life attitude scores, followed by those who either created or attended, with non-engaged staff scoring the lowest (p <.001). Gender and professional category did not significantly affect scores. However, greater engagement frequency (p <.001) and more years of work experience (p <.05) were associated with higher life attitude scores. A trend toward an interaction between engagement frequency and professional category (p =.05-0.07) showed that physicians and nurses had increased scores with more frequent engagement, a pattern absent in other or non-medical professions. Considering engagement frequency, professional category, and work experience together, a significant interaction emerged between professional category and years of experience (p <.05), indicating frequent engagement was especially beneficial for early-career physicians and nurses.
Art-mediated educational interventions enhance life attitudes among hospital staff, with engagement frequency, professional category, and work experience as key moderators. Physicians and nurses with less experience benefit most. These findings underscore the value of integrating art-based strategies into healthcare education to foster holistic growth and well-being among HCPs, especially in the early-career stages of physicians and nurses.
艺术介导的教育策略在促进变革性学习（TL）、重塑观念和生活态度方面日益得到认可。本研究探讨了参与频率、专业类别和工作年限如何影响教学医院的医护人员（HCPs）参与艺术创作和欣赏对其生活态度的影响。
在一家教学医院举办了年度艺术工作坊“全人护理经验分享”。虽然大多数参与是自愿的，但一些工作人员被分配创作艺术作品，其他人可以选择欣赏或不欣赏。之后，向所有医院工作人员发放了简短生活态度量表（SF-LAI）并匿名收集。回顾性分析包括2020年（n = 835，24.8%）和2021年（n = 474，14.9%）的回复。受访者按参与程度分层：未参与、参与者（欣赏者）、创作者或两者皆是。析因方差分析评估了性别、参与频率、专业类别和工作年限的影响，包括交互项，事后Bonferroni检验确定亚组差异。
既创作又欣赏艺术的工作人员生活态度得分最高，其次是创作或参与的人员，未参与的工作人员得分最低（p <.001）。性别和专业类别对得分没有显著影响。然而，更高的参与频率（p <.001）和更长的工作年限（p <.05）与更高的生活态度得分相关。参与频率和专业类别之间存在交互趋势（p =.05 - 0.07），表明医生和护士随着参与频率的增加得分提高，而其他或非医学专业则没有这种模式。综合考虑参与频率、专业类别和工作经验，专业类别和工作年限之间出现了显著的交互作用（p <.05），表明频繁参与对早期职业的医生和护士特别有益。
艺术介导的教育干预可提高医院工作人员的生活态度，参与频率、专业类别和工作经验是关键调节因素。经验较少的医生和护士受益最大。这些发现强调了将基于艺术的策略纳入医疗教育以促进医护人员全面成长和福祉的价值，尤其是在医生和护士的早期职业阶段。
