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Alkhaifi M, Clayton A, Kangasjarvi E, Kishibe T, Simpson JS. Visual art-based training in undergraduate medical education: A systematic review. MEDICAL TEACHER 2022; 44:500-509. [PMID: 34807802 DOI: 10.1080/0142159x.2021.2004304] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
BACKGROUND Visual art has been increasingly incorporated into medical education and has been shown to enhance important competencies, such as empathy. However, limited evidence on effective visual art program design and evaluation processes remain. This systematic review examines the format, content, and espoused outcomes of visual art-based training programs in undergraduate medical education. METHODS A comprehensive literature search of MEDLINE, EMBASE, the Cochrane Central Register of Controlled Trials, and ProQuestERIC on undergraduate medical education and visual arts retrieved 1703 articles published from 2014 to 2020. After reviewing inclusion and exclusion criteria, 23 articles were chosen for full review and synthesis. RESULTS Program format and content varied, ranging from 1-day specific competency focused programs to well-structured comprehensive 6-12-week programs. 6 areas of program foci were identified: observation skills, empathy, tolerance to uncertainty, cultural sensitivity, team building and collaboration, and wellness and resiliency. Although several programs used validated measures to assess skills acquisition, they seldom addressed long-term outcomes. CONCLUSIONS Our findings indicate that visual art-based education hold a promise to enhance important competencies in medical education, particularly empathy. Clinical observation, in particular, had the strongest evidence of its effectiveness compared to the other competencies. Future programs incorporating visual arts will benefit from a longitudinal (greater than 6 weeks) program which incorporates guided artworks, reflection exercises, and a group discussion to provide a stronger foundation for the development of core competencies. We propose using validated scales to measure outcomes in future studies and follow-up with participants to better assess Kirkpatrick Level 3 and 4 outcomes.
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Affiliation(s)
- Muna Alkhaifi
- Division of General Surgery, Faculty of Medicine, Department of Surgery, St. Michael's Hospital, Unity Health Toronto, University of Toronto, Toronto, Canada
| | - Adam Clayton
- Faculty of Medicine, University of Toronto, Toronto, Canada
| | - Emilia Kangasjarvi
- Centre for Faculty Development, Faculty of Medicine, University of Toronto at St. Michael's Hospital, Unity Health Toronto, Toronto, Canada
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Na Y, Clary DW, Rose-Reneau ZB, Segars L, Hanson A, Brauer P, Wright BW, Keim SA. Spatial Visualization of Human Anatomy through Art Using Technical Drawing Exercises. ANATOMICAL SCIENCES EDUCATION 2022; 15:587-598. [PMID: 33797858 DOI: 10.1002/ase.2080] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/28/2019] [Revised: 03/26/2021] [Accepted: 03/29/2021] [Indexed: 06/12/2023]
Abstract
Spatial visualization, the ability to mentally rotate three-dimensional (3D) images, plays a significant role in anatomy education. This study examines the impact of technical drawing exercises on the improvement of spatial visualization and anatomy education in a Neuroscience course. First-year medical students (n = 84) were randomly allocated into a control group (n = 41) or art-training group (n = 43). Variables including self-reported artistic drawing ability, previous technical drawing experience, or previous anatomy laboratory exposure were gathered. Participants who self-identified as artistic individuals were equally distributed between the two groups. Students in the art-training group attended four 1-hour sessions to solve technical drawing worksheets. All participants completed two Mental Rotations Tests (MRT), which were used to assess spatial visualization. Data were also collected from two neuroscience written examinations and an anatomical "tag test" practical examination. Participants in the art-training and control groups improved on the MRT. The mean of written examination two was significantly higher (P = 0.007) in the art-training group (12.95) than the control group (11.48), and higher (P = 0.027) in those without technical drawing experience (12.44) than those with (11.00). The mean of the anatomical practical was significantly higher (P = 0.010) in those without artistic ability (46.24) than those with (42.00). These results suggest that completing technical drawing worksheets may aid in solving anatomy-based written examination questions on complex brain regions, but further research is needed to determine its implication on anatomy practical scores. These results propose a simple method of improving spatial visualization in anatomy education.
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Affiliation(s)
- Youjin Na
- College of Medicine, Kansas City University of Medicine and Biosciences, Kansas City, Missouri
- Department of Anatomy, Kansas City University of Medicine and Biosciences, Farber-McIntire Campus, Joplin, Missouri
| | - Derek W Clary
- College of Medicine, Kansas City University of Medicine and Biosciences, Kansas City, Missouri
- Department of Anesthesiology, Washington University School of Medicine, Barnes-Jewish Hospital, St. Louis, Missouri
| | - Zakary B Rose-Reneau
- College of Medicine, Kansas City University of Medicine and Biosciences, Kansas City, Missouri
- Department of Anatomy, Kansas City University of Medicine and Biosciences, Kansas City, Missouri
| | - Larry Segars
- Department of Basic Sciences, Kansas City University of Medicine and Biosciences, Kansas City, Missouri
- Department of Pharmacology, Kansas City University of Medicine and Biosciences, Kansas City, Missouri
| | - Andrea Hanson
- Department of Assessment, Kansas City University of Medicine and Biosciences, Kansas City, Missouri
| | - Philip Brauer
- Department of Anatomy, Kansas City University of Medicine and Biosciences, Farber-McIntire Campus, Joplin, Missouri
| | - Barth W Wright
- Department of Anatomy, Kansas City University of Medicine and Biosciences, Kansas City, Missouri
| | - Sarah A Keim
- Department of Anatomy, Kansas City University of Medicine and Biosciences, Kansas City, Missouri
- Department of Surgery, University of Kansas Medical Center, Kansas City, Missouri
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McDaniel KG, Brown T, Radford CC, McDermott CH, van Houten T, Katz ME, Stearns DA, Hildebrandt S. Anatomy as a Model Environment for Acquiring Professional Competencies in Medicine: Experiences at Harvard Medical School. ANATOMICAL SCIENCES EDUCATION 2021; 14:241-251. [PMID: 32657538 DOI: 10.1002/ase.2000] [Citation(s) in RCA: 22] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/08/2020] [Revised: 06/03/2020] [Accepted: 06/27/2020] [Indexed: 06/11/2023]
Abstract
Anatomy education provides students with opportunities to learn structure and function of the human body, to acquire professional competencies such as teamwork, interpersonal skills, self-awareness, and to reflect on and practice medical ethics. The fulfillment of this wide potential can present challenges in courses that are part of an integrated curriculum and shorter than traditional courses. This new reality, together with students' increasing concern about the stresses within medical education, led to efforts at Harvard Medical School to implement practical steps toward an optimal learning environment in anatomy. These were based on core elements of ethical anatomy education and principles of trauma-informed care. Anatomy is conceptualized here as the "first clinical discipline," with relational interactions between anatomical educators, medical students, and body donors/patients. Essential prerequisites for the implementation of this work were support by the medical school leadership, open partnership between engaged students and faculty, faculty coordination, and peer-teaching. Specific interventions included pre-course faculty development on course philosophy and invitations to students to share their thoughts on anatomy. Student responses were integrated in course introductions, combined with a pre-dissection laboratory visit, an introductory guide, and a module on the history and ethics of anatomy. During the course, team-building activities were scheduled, and self-reflection encouraged, for example, through written exercises, and elective life-body drawing. Students' responses to the interventions were overall positive, but need further evaluation. This first attempt of a systematic implementation of an optimal learning environment in anatomy led to the identification of areas in need of adjustment.
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Affiliation(s)
| | - Taylor Brown
- Harvard Medical School, Harvard University, Boston, Massachusetts
| | | | - Cynthia H McDermott
- Department of Cell Biology, Harvard Medical School, Harvard University, Boston, Massachusetts
| | - Trudy van Houten
- Program in Medical Education at Harvard Medical School, Boston, Massachusetts
- Department of Radiology, Brigham's and Women's Hospital, Boston, Massachusetts
- Department of Anatomy and Neurobiology, Boston University School of Medicine, Boston, Massachusetts
| | - Martha E Katz
- Division of General Internal Medicine and Primary Care, Department of Medicine, Brigham and Women's Hospital, Boston, Massachusetts
| | - Dana A Stearns
- Department of Emergency Medicine, Massachusetts General Hospital, Boston, Massachusetts
- Department of Surgery, Massachusetts General Hospital, Boston, Massachusetts
| | - Sabine Hildebrandt
- Division of General Pediatrics, Department of Pediatrics, Boston Children's Hospital, Harvard Medical School, Boston, Massachusetts
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Chaudhuri JD. Changes in the learning styles and approaches of students following incorporation of drawing during cadaveric dissection. Clin Anat 2020; 34:437-450. [PMID: 32893909 DOI: 10.1002/ca.23673] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2020] [Revised: 08/14/2020] [Accepted: 08/26/2020] [Indexed: 11/08/2022]
Abstract
The teaching of anatomy is challenging due to the constraints of material and personnel resources. Research has established that the learning preferences of students are malleable and determined by the requirements of the course. Further, drawing has been reported to aid learning in anatomy by facilitating problem solving and reducing the cognitive overload in students. Considering these issues, the aims of the study were to investigate (a) if positive changes occur in the learning styles and approaches following the incorporation of drawing during cadaveric dissection, and (b) whether they are associated with improved learning outcomes. One cohort of students in an anatomy course received training in creating scientific drawings from dissected human cadavers, while two cohorts of students did not receive such training. The learning preferences of students and their final examination grades were assessed at the commencement and conclusion of the course. Majority of student who had training in drawing transitioned from being bimodal, to trimodal or quadrimodal learners. This was associated with efficient learning approaches and a significant (p < .05) improvement in learning outcomes in these students. There were no changes in any parameters in students who had not received training in drawing. Therefore, the modulation of learning preferences of students through drawing is a pragmatic approach in anatomy teaching.
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Affiliation(s)
- Joydeep Dutta Chaudhuri
- School of Occupational Therapy, College of Health Sciences, Husson University, Bangor, Maine, USA
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Kolla S, Elgawly M, Gaughan JP, Goldman E. Medical Student Perception of a Virtual Reality Training Module for Anatomy Education. MEDICAL SCIENCE EDUCATOR 2020; 30:1201-1210. [PMID: 34457783 PMCID: PMC8368686 DOI: 10.1007/s40670-020-00993-2] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
Human anatomy education has been traditionally taught using methods such as lecture and cadaveric dissection. Modern technologies that enhance 3-dimensional (3D) visualization, such as virtual reality (VR), are currently being implemented as adjuncts. VR technology provides a level of 3D visualization and interactivity that allows users to explore structures in ways that are often unattainable by direct cadaveric dissection. For example, users can experience simulations in which they can teleport themselves to structures inside of a virtual human body, resize and observe objects from any visual perspective, and draw in a 3D space to test their understanding. In the following study, the utility of VR in anatomy education was assessed and compared with traditional teaching methods including lecture and cadaveric dissection. A VR platform was created in which first-year medical students identified anatomical structures on a virtual cadaveric specimen and then drew these structures on a virtual skeleton using a 3D drawing tool. After completing these tasks, subjects answered survey questions that assessed the usefulness of the virtual platform for learning the names and locations of anatomical structures and understanding 3D anatomical relationships. The survey was also used to evaluate the perceived educational value of VR relative to lectures and cadaveric dissection. The results of our study showed strong subject support for VR technology, suggesting VR is a helpful tool for learning human anatomy and a useful adjunct to lecture and cadaveric dissection.
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Affiliation(s)
- Sneha Kolla
- Cooper Medical School of Rowan University, Camden, NJ 08103 USA
| | - Maha Elgawly
- Cooper Medical School of Rowan University, Camden, NJ 08103 USA
| | - John P. Gaughan
- Cooper Medical School of Rowan University, Camden, NJ 08103 USA
| | - Evan Goldman
- Department of Radiology, Department of Neural and Behavioral Sciences, Penn State College of Medicine, 500 University Drive, PO Box 850, Hershey, PA 17033 USA
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Forde E, Scallan S, Jackson S, Bowditch W, Wedderburn C. Can the arts enhance postgraduate GP training? EDUCATION FOR PRIMARY CARE 2020; 31:98-103. [PMID: 31964283 DOI: 10.1080/14739879.2020.1713907] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
The value of arts-based medical education is becoming increasingly well established in undergraduate curricula. However, little is known about its value, and acceptability, to qualified doctors undertaking postgraduate training. In this work we examined GP trainees' views on whether arts-based education was useful for their professional development and, if so, what they perceived its value to be. All first and second year GP trainees on the Dorset Vocational Training Scheme attended a one day course which showcased how the arts (film, poetry, painting, photography, theatre) could enhance their professional development as doctors. GP trainees rated the day as interesting, enjoyable and thought proving. The majority felt that the arts could contribute to making them more competent and humane doctors. Following this, we ran a mandatory six months arts based course for six GP trainees, and evaluated their feedback through qualitative analysis of a focus group discussion. Overall, GP trainees found the course enjoyable and valuable to their learning. It not only gave them a deeper appreciation of the patient's perspective, but also encouraged them to think about their own health and wellbeing.
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Affiliation(s)
- Emer Forde
- GP Centre, Bournemouth University, Poole, UK
| | - Samantha Scallan
- GP Education Unit, Southampton University Hospital NHS Trust, Southampton, UK
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