In:
Journal of Graduate Medical Education, Journal of Graduate Medical Education, Vol. 15, No. 1 ( 2023-02-01), p. 50-58
Kurzfassung:
Engaging with the arts can enrich medical education by fostering transformative learning, reflection, and a holistic view of the patient. Objective To explore the development of professional competence of residents in prolonged arts-based medical education. Methods We followed residents (n=99) of various specialties as they engaged in arts-based learning through creative and reflective assignments such as painting, sculpting, and formal analysis. Participants were interviewed about their learning process and experiences, one-on-one and in small groups, by independent researchers using short, semistructured interviews. We used grounded theory to inform an iterative process for data collection and analysis over the course of 3 years (2016-2018). Results Seven themes were constructed, which showed that (1) slowing down education provides room for reflection; (2) absence of judgment and rules sparks experimentation; (3) engaging with emotions fostered reflection and motivation; (4) the artists' methods provided a perspective change; (5) a holistic view on the patient emerged; (6) residents understood the need to take control over their professional development; and (7) there were barriers to overcome in terms of hierarchy and expectations. Our investigation shows that interns and residents undergo a perspective transformation. Key to the development of the physicians in training is the open and affective nature of the arts in education. Conclusions Arts-based learning results in a new perspective for physicians in training in line with patient-centered health care and self-directed learning.
Materialart:
Online-Ressource
ISSN:
1949-8357
,
1949-8349
DOI:
10.4300/JGME-D-22-00140.1
Sprache:
Englisch
Verlag:
Journal of Graduate Medical Education
Publikationsdatum:
2023
ZDB Id:
2578612-X
