Art in medicine: in the classroom, exam room, and Reading room

Abstract

AbstractIn this article, the authors discuss the development and current curriculum of the Art in Medicine course at the University of Colorado School of Medicine (CUSOM), developed in collaboration with the Centre for Bioethics and Humanities, and the Denver Art Museum. Examples of art museum-based techniques implemented with medical students are discussed with objectives, methods, and pedagogy highlighted. Translational skillsets for medical professionals, including empathy, tolerance of ambiguity, perspective taking, bias, and communication are emphasised through practice in engagement in visual arts with facilitation by medical faculty and art museum educators. Following the discussion of classroom based activities, two of the co-authors, physician-educators from the CUSOM Departments of Medicine and Radiology, discuss the direct applications and importance of these skillsets in the context of the exam room and the reading room respectively.Keywords: Visual thinking strategiesart museum-based educationhealth professional educationvisual artmedical humanitiesmedical educationart of medicine Gratitude and AcknowledgementThe authors would like to thank Therese (Tess) Jones PhD and Lauren Thompson for their important roles in the development of and advocacy for the Art in Medicine sessions at CUSOM.Disclosure statementNo potential conflict of interest was reported by the author(s).