This special issue of Journal for Learning through the Arts focuses on the uses of literature and arts in medical education. The introductory article addresses current debate in the field of medical humanities (MH), namely the existential question of what is the purpose of integrating humanities/arts in medical education; and then examines how the submissions included in the issue illuminate this conversation. Specifically, I frame the discussion as critiques of models of acquiescence in medical education contrasted with calls for medical educators employing the humanities to adopt models of resistance. After deconstructing some of the arguments against models of acquiescence, and examining both examples of resistance and acquiescence included in this issue, I conclude that the dichotomy, while in some ways providing valuable insight into the various ways humanities and arts can be understood within a medical context and the various uses to which they can be put in medical education, nevertheless does not do justice to the complexity of actual medical humanities teaching experience.
{"title":"Whither (Whether) Medical Humanities? The Future of Humanities and Arts in Medical Education","authors":"J. Shapiro","doi":"10.21977/D98111796","DOIUrl":"https://doi.org/10.21977/D98111796","url":null,"abstract":"This special issue of Journal for Learning through the Arts focuses on the uses of literature and arts in medical education. The introductory article addresses current debate in the field of medical humanities (MH), namely the existential question of what is the purpose of integrating humanities/arts in medical education; and then examines how the submissions included in the issue illuminate this conversation. Specifically, I frame the discussion as critiques of models of acquiescence in medical education contrasted with calls for medical educators employing the humanities to adopt models of resistance. After deconstructing some of the arguments against models of acquiescence, and examining both examples of resistance and acquiescence included in this issue, I conclude that the dichotomy, while in some ways providing valuable insight into the various ways humanities and arts can be understood within a medical context and the various uses to which they can be put in medical education, nevertheless does not do justice to the complexity of actual medical humanities teaching experience.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/D98111796","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68509910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
While JJ was a medical student, the authors worked on a two-part study of the stories of “good death” as they were told by palliative care patients, caregivers, physicians and nurses. In this personal reflection, de Jong (JJ), now a family practitioner and Clarke (LC), an artist and educator in medicine and health care, consider the value of such “story work” in the development of key skills for a physician. While this is the experience of two individuals, the conclusions have relevance for those engaging in story work within the context of medicine, medical education and the health care community.
{"title":"The Value of Story in Medicine and Medical Education: A Chance to Reflect.","authors":"Linda E. Clarke, J. D. D. Jong","doi":"10.21977/D9812648","DOIUrl":"https://doi.org/10.21977/D9812648","url":null,"abstract":"While JJ was a medical student, the authors worked on a two-part study of the stories of “good death” as they were told by palliative care patients, caregivers, physicians and nurses. In this personal reflection, de Jong (JJ), now a family practitioner and Clarke (LC), an artist and educator in medicine and health care, consider the value of such “story work” in the development of key skills for a physician. While this is the experience of two individuals, the conclusions have relevance for those engaging in story work within the context of medicine, medical education and the health care community.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68510178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aims of this report are to highlight the shortcomings in medical education. To use a student made short film as an example of how issues that cause medical student distress can be displayed. To show that the process of film-making is a useful tool in reflection. To display that film is an effective device in raising awareness.
{"title":"The Shortcomings of Medical Education Highlighted through Film.","authors":"P. Mahajan","doi":"10.21977/D9812647","DOIUrl":"https://doi.org/10.21977/D9812647","url":null,"abstract":"The aims of this report are to highlight the shortcomings in medical education. To use a student made short film as an example of how issues that cause medical student distress can be displayed. To show that the process of film-making is a useful tool in reflection. To display that film is an effective device in raising awareness.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68509939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Humanities in medicine (HIM) is an important aspect of medical education intended to help preserve humanism and a focus on patients. At the University of Massachusetts Family Medicine Residency Program, we have been expanding our HIM curriculum for our residents including orientation, home visit reflective writing, didactics and a department-wide narrative writing list serve. In this article we describe the program and our early assessment of the curriculum.
{"title":"Teaching Humanities in Medicine: The University of Massachusetts Family Medicine Residency Program Experience","authors":"H. Silk, S. Shields","doi":"10.21977/D9812657","DOIUrl":"https://doi.org/10.21977/D9812657","url":null,"abstract":"Humanities in medicine (HIM) is an important aspect of medical education intended to help preserve humanism and a focus on patients. At the University of Massachusetts Family Medicine Residency Program, we have been expanding our HIM curriculum for our residents including orientation, home visit reflective writing, didactics and a department-wide narrative writing list serve. In this article we describe the program and our early assessment of the curriculum.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68510722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Author(s): Brett-MacLean, Pamela; Yiu, Verna; Farooq, Ameer | Abstract: Forum Theatre (FT) was created by Brazilian theatre director Augusto Boal (1985) as an approach for promoting dialogue between the audience and those performing on stage for his “Theater for the Oppressed.” FT offers an accessible, interactive approach to exploring challenging topics and situations. In FT, a short scene is performed. It is then replayed again and again with audience members invited to intervene and offer different options for addressing various aspects of the problematic situation. Originally directed to helping people address and transform oppressive conditions that characterized their lives, FT has evolved and found expression in many different communities and contexts, including health professional education. Inspired by David Diamond’s (2008) “Theatre for Living” model (which approaches living communities as a complex, living entities), we introduced FT in the “Introduction to Medicine a Dentistry” (DMED 511) course offered as part of the Undergraduate Medical Education program in the Faculty of Medicine a Dentistry (FoMD). In this article, we describe how we have successfully engaged first year medical and dental students in discussion and critical reflection of professionalism issues relevant to their experiences of small group learning using FT.
{"title":"Exploring Professionalism in Undergraduate Medical and Dental Education through Forum Theatre.","authors":"P. Brett-MacLean, V. Yiu, Ameer Farooq","doi":"10.21977/D9812660","DOIUrl":"https://doi.org/10.21977/D9812660","url":null,"abstract":"Author(s): Brett-MacLean, Pamela; Yiu, Verna; Farooq, Ameer | Abstract: Forum Theatre (FT) was created by Brazilian theatre director Augusto Boal (1985) as an approach for promoting dialogue between the audience and those performing on stage for his “Theater for the Oppressed.” FT offers an accessible, interactive approach to exploring challenging topics and situations. In FT, a short scene is performed. It is then replayed again and again with audience members invited to intervene and offer different options for addressing various aspects of the problematic situation. Originally directed to helping people address and transform oppressive conditions that characterized their lives, FT has evolved and found expression in many different communities and contexts, including health professional education. Inspired by David Diamond’s (2008) “Theatre for Living” model (which approaches living communities as a complex, living entities), we introduced FT in the “Introduction to Medicine a Dentistry” (DMED 511) course offered as part of the Undergraduate Medical Education program in the Faculty of Medicine a Dentistry (FoMD). In this article, we describe how we have successfully engaged first year medical and dental students in discussion and critical reflection of professionalism issues relevant to their experiences of small group learning using FT.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68510846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Jacques, R. Trinkley, Linda Stone, Richard Tang, William A Hudson, S. Khandelwal
Art of Analysis (AoA) is a cooperative effort of the Ohio State University College of Medicine (OSUCOM) and Columbus Museum of Art (CMA) aimed at medical students who are participating in learning communities, groups formed in pre-clinical medical student education to emotionally support and encourage students through the arduous process of medical training, to develop critical thinking skills; engender empathy; increase tolerance for ambiguity; build team problem solving abilities; and consider multiple perspectives through the observation of artwork. While several medical education institutions in the past have described similar programs, AoA uses a unique critical thinking strategy called “ODIP” (Observe, Describe, Interpret, Prove). Group participants include medical students, the learning community faculty (faculty members from OSUCOM) and CMA educators who facilitate and direct the AoA program. The groups set expectations before the program, emphasizing the goals and objectives of the program. Students then use the ODIP strategy to interpret one work of art as a group before they individually venture into the galleries to find artwork that answers a question posed by facilitators. Students present their theories and defend these ideas in a group discussion format during the two-hour program. The formalized ODIP process provides a framework for students to express their ideas, and by utilizing learning communities create an opportunity for openness and discussion that may not exist between new acquaintances participating in the AoA program de novo. The ODIP strategy is not unique to the AoA program but has been developed by CMA in its efforts to aid critical and personal interpretations of artwork. It is designed to apply to various learners, and is easily applicable to the adult-style learners with varying backgrounds unique to medical training. It is the goal of the AoA program to create abilities in teamwork, tolerance of alternate ideas, an empathy particular to the visual arts, and critical thinking skills. Correlation between the AoA program and ODIP format can easily be made with medical rounds and the process of developing a differential diagnosis as healthcare continues to transition into a more inclusive, multi-disciplinary team approach to health and disease prevention. The AoA program at CMA serves as an important tool in the education of physicians at OSUCOM, helping in the development of skills essential to the clinical practice of medicine.
{"title":"Art of Analysis: A cooperative program between a museum and medicine","authors":"A. Jacques, R. Trinkley, Linda Stone, Richard Tang, William A Hudson, S. Khandelwal","doi":"10.21977/D9812655","DOIUrl":"https://doi.org/10.21977/D9812655","url":null,"abstract":"Art of Analysis (AoA) is a cooperative effort of the Ohio State University College of Medicine (OSUCOM) and Columbus Museum of Art (CMA) aimed at medical students who are participating in learning communities, groups formed in pre-clinical medical student education to emotionally support and encourage students through the arduous process of medical training, to develop critical thinking skills; engender empathy; increase tolerance for ambiguity; build team problem solving abilities; and consider multiple perspectives through the observation of artwork. While several medical education institutions in the past have described similar programs, AoA uses a unique critical thinking strategy called “ODIP” (Observe, Describe, Interpret, Prove). Group participants include medical students, the learning community faculty (faculty members from OSUCOM) and CMA educators who facilitate and direct the AoA program. The groups set expectations before the program, emphasizing the goals and objectives of the program. Students then use the ODIP strategy to interpret one work of art as a group before they individually venture into the galleries to find artwork that answers a question posed by facilitators. Students present their theories and defend these ideas in a group discussion format during the two-hour program. The formalized ODIP process provides a framework for students to express their ideas, and by utilizing learning communities create an opportunity for openness and discussion that may not exist between new acquaintances participating in the AoA program de novo. The ODIP strategy is not unique to the AoA program but has been developed by CMA in its efforts to aid critical and personal interpretations of artwork. It is designed to apply to various learners, and is easily applicable to the adult-style learners with varying backgrounds unique to medical training. It is the goal of the AoA program to create abilities in teamwork, tolerance of alternate ideas, an empathy particular to the visual arts, and critical thinking skills. Correlation between the AoA program and ODIP format can easily be made with medical rounds and the process of developing a differential diagnosis as healthcare continues to transition into a more inclusive, multi-disciplinary team approach to health and disease prevention. The AoA program at CMA serves as an important tool in the education of physicians at OSUCOM, helping in the development of skills essential to the clinical practice of medicine.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68510512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A course was designed for medical students in which literature and writing exercises were used to promote reflection on cross-cultural patient encounters. Students were encouraged to consider Kleinman’s principles of open-ended questioning as the basis for enhancing these patient conversations and were prompted to develop skills in close reading of texts, specifically recognition of the reader’s response to narrative, understanding of point of view, and recognition of the impulse to create story, or plot. Transcriptions of class discussion and material from written essays were used to inform the instructor’s understanding of learners’ progress. This study may offer a new conceptual lens for viewing ways in which cultural competency and other features of physician-patient communication may be taught using narrative skill training. When anchored to exercises in reflective writing, student learners develop a framework with which to view and interpret their patient stories.
{"title":"The Use of Narrative in Medical Education.","authors":"S. Arjmand","doi":"10.21977/D9812656","DOIUrl":"https://doi.org/10.21977/D9812656","url":null,"abstract":"A course was designed for medical students in which literature and writing exercises were used to promote reflection on cross-cultural patient encounters. Students were encouraged to consider Kleinman’s principles of open-ended questioning as the basis for enhancing these patient conversations and were prompted to develop skills in close reading of texts, specifically recognition of the reader’s response to narrative, understanding of point of view, and recognition of the impulse to create story, or plot. Transcriptions of class discussion and material from written essays were used to inform the instructor’s understanding of learners’ progress. This study may offer a new conceptual lens for viewing ways in which cultural competency and other features of physician-patient communication may be taught using narrative skill training. When anchored to exercises in reflective writing, student learners develop a framework with which to view and interpret their patient stories.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68510571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Chris Osmond, S. Cumbie, M. Dale, David Hostetler, James M. Ivory, Deb Phillips, K. Reesman
A group of nursing, social work, education, and English faculty worked together for a year to explore how literature experiences designed for medical education might enhance professional preparation in their fields and address their common dilemmas of caregiving. The resulting insights reveal the ways in which adaptations of narrative medicine models offer benefits for students in these “caring professions.” They also indicate the promise of interdisciplinary reading experiences among students from these fields and suggest how these frameworks might address their common challenges of burnout and erosion of empathy in early clinical experience. This “open letter” to future students who will participate in an interdisciplinary reading group describes the challenges facing the professions of nursing, social work, and education, and explores the ways that doing narrative work together will prepare students to meet them.
{"title":"An Open Letter to our Future Students in “Narrative and the Caring Professions”","authors":"Chris Osmond, S. Cumbie, M. Dale, David Hostetler, James M. Ivory, Deb Phillips, K. Reesman","doi":"10.21977/D9812658","DOIUrl":"https://doi.org/10.21977/D9812658","url":null,"abstract":"A group of nursing, social work, education, and English faculty worked together for a year to explore how literature experiences designed for medical education might enhance professional preparation in their fields and address their common dilemmas of caregiving. The resulting insights reveal the ways in which adaptations of narrative medicine models offer benefits for students in these “caring professions.” They also indicate the promise of interdisciplinary reading experiences among students from these fields and suggest how these frameworks might address their common challenges of burnout and erosion of empathy in early clinical experience. This “open letter” to future students who will participate in an interdisciplinary reading group describes the challenges facing the professions of nursing, social work, and education, and explores the ways that doing narrative work together will prepare students to meet them.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68510741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Author(s): Burge, Kim | Abstract: Articles in this issue of the Journal for Learning through the Arts report on the efforts of researchers and teachers to understand the components and outcomes of effective arts programs. The authors are pursuing the overall goal of improving arts education for all children and youth. And, in the process, helping them to employ their imagination and creativity throughout their lives.
{"title":"Introduction to Teaching and Learning through the Arts","authors":"K. Burge","doi":"10.21977/D97110000","DOIUrl":"https://doi.org/10.21977/D97110000","url":null,"abstract":"Author(s): Burge, Kim | Abstract: Articles in this issue of the Journal for Learning through the Arts report on the efforts of researchers and teachers to understand the components and outcomes of effective arts programs. The authors are pursuing the overall goal of improving arts education for all children and youth. And, in the process, helping them to employ their imagination and creativity throughout their lives.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2011-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/D97110000","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68509232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Drama for Schools (DFS) is an arts integration professional development program that trains teachers to use drama-based instruction techniques. The DFS strategies aim to connect student learning to their lived experiences in a manner consistent with authentic instruction principles. The focus of this mixed-methods study was on the relationship between increase in authentic instruction, level of student engagement, and articulation by teachers regarding the participation of their middle school students in classroom activities. Pre-post measures indicate that student engagement increased as a result of drama-based instruction strategies. These lesson plan measures also demonstrated how teachers changed their articulation of student engagement. Discussion focuses on how the relationship between the DFS program structure, participants’ pedagogy, and student outcomes fit into, and challenge, the overall critical pedagogical framework of the program.
{"title":"Activating Student Engagement through Drama-Based Instruction.","authors":"S. Cawthon, Katie Dawson, Shasta Ihorn","doi":"10.21977/D97110007","DOIUrl":"https://doi.org/10.21977/D97110007","url":null,"abstract":"Drama for Schools (DFS) is an arts integration professional development program that trains teachers to use drama-based instruction techniques. The DFS strategies aim to connect student learning to their lived experiences in a manner consistent with authentic instruction principles. The focus of this mixed-methods study was on the relationship between increase in authentic instruction, level of student engagement, and articulation by teachers regarding the participation of their middle school students in classroom activities. Pre-post measures indicate that student engagement increased as a result of drama-based instruction strategies. These lesson plan measures also demonstrated how teachers changed their articulation of student engagement. Discussion focuses on how the relationship between the DFS program structure, participants’ pedagogy, and student outcomes fit into, and challenge, the overall critical pedagogical framework of the program.","PeriodicalId":30083,"journal":{"name":"Journal for Learning through the Arts","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2011-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.21977/D97110007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68509458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：