Liu Winnie L, Chisolm Margaret S
Johns Hopkins University School of Medicine, Baltimore, Maryland, US.
Perspect Med Educ. 2025 Aug 7;14(1):473-482. doi: 10.5334/pme.1905. eCollection 2025.
Medical schools are increasingly incorporating the arts and humanities into their curricula, often emphasizing their benefits in enhancing students' clinical skills. However, the potential for these curricula to foster flourishing is equally, if not more, crucial. Although limited in scope, current literature suggests that art museum-based medical education, particularly as Visual Thinking Strategies, may support flourishing among medical learners-although more research is needed to assess the impact of these methods and their mechanisms on learners. In this article, the authors explore how integrating art museum-based programs into medical school curricula can enhance all five domains of the VanderWeele model of human flourishing: physical and mental health, happiness and life satisfaction, meaning and purpose, character and virtue, and close social relationships.
医学院校越来越多地将艺术与人文融入其课程体系，常常强调它们在提升学生临床技能方面的益处。然而，这些课程促进学生全面发展的潜力同样（如果不是更）至关重要。尽管范围有限，但当前文献表明，以艺术博物馆为基础的医学教育，尤其是视觉思维策略，可能有助于医学生实现全面发展——尽管还需要更多研究来评估这些方法及其机制对学习者的影响。在本文中，作者探讨了将以艺术博物馆为基础的项目融入医学院课程体系如何能够提升范德维尔人类繁荣模型的所有五个领域：身心健康、幸福与生活满意度、意义与目的、品格与美德以及亲密的社会关系。
