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Visual arts in the clinical clerkship: a pilot cluster-randomized, controlled trial

BACKGROUND: Arts exposure is associated with positive psychological constructs. To date, no randomized, controlled studies have integrated art into clinical medical education or measured its effects on positive psychological constructs or educational outcomes. In this study, we assessed the possibil...

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Autores principales: Strohbehn, Garth W., Hoffman, Stephanie J. K., Tokaz, Molly, Houchens, Nathan, Slavin, Ruth, Winter, Suzanne, Quinn, Martha, Ratz, David, Saint, Sanjay, Chopra, Vineet, Howell, Joel D.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7708096/
https://www.ncbi.nlm.nih.gov/pubmed/33256727
http://dx.doi.org/10.1186/s12909-020-02386-w
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author Strohbehn, Garth W.
Hoffman, Stephanie J. K.
Tokaz, Molly
Houchens, Nathan
Slavin, Ruth
Winter, Suzanne
Quinn, Martha
Ratz, David
Saint, Sanjay
Chopra, Vineet
Howell, Joel D.
author_facet Strohbehn, Garth W.
Hoffman, Stephanie J. K.
Tokaz, Molly
Houchens, Nathan
Slavin, Ruth
Winter, Suzanne
Quinn, Martha
Ratz, David
Saint, Sanjay
Chopra, Vineet
Howell, Joel D.
author_sort Strohbehn, Garth W.
collection PubMed
description BACKGROUND: Arts exposure is associated with positive psychological constructs. To date, no randomized, controlled studies have integrated art into clinical medical education or measured its effects on positive psychological constructs or educational outcomes. In this study, we assessed the possibility and potential benefits of integrating visual arts education into a required internal medicine (IM) clinical clerkship. METHODS: We conducted a controlled trial in an academic healthcare system with an affiliated art museum. IM students were assigned to one of three interventions: museum-based arts (n = 11), hospital-based arts (n = 10), or hospital-based conventional education (n = 13). Arts groups explored empathy, resilience, and compassion in works of art during facilitator-guided discussions. We assessed pre- and post-intervention measures of empathy, mindfulness, tolerance of ambiguity, and grit and tracked National Board of Medical Examiners IM shelf exam performance to capture changes in educational outcomes. Focus group discussions with participants in the arts-based interventions were performed at the study’s conclusion. RESULTS: Arts education was successfully integrated into a busy clinical clerkship in both hospital and art museum settings. Focus group participants reported increased implicit bias cognizance and time for reflection, but no significant differences in psychometric or educational outcomes were identified. While most students felt positively toward the experience; some experienced distress from missed clinical time. CONCLUSIONS: This pilot study demonstrates the feasibility of integrating visual arts education into the clerkship. Although observable quantitative differences in measures of positive psychological constructs and educational outcomes were not found, qualitative assessment suggested benefits as well as the feasibility of bringing fine arts instruction into the clinical space. A larger, multi-center study is warranted. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-020-02386-w.
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spelling pubmed-77080962020-12-02 Visual arts in the clinical clerkship: a pilot cluster-randomized, controlled trial Strohbehn, Garth W. Hoffman, Stephanie J. K. Tokaz, Molly Houchens, Nathan Slavin, Ruth Winter, Suzanne Quinn, Martha Ratz, David Saint, Sanjay Chopra, Vineet Howell, Joel D. BMC Med Educ Research Article BACKGROUND: Arts exposure is associated with positive psychological constructs. To date, no randomized, controlled studies have integrated art into clinical medical education or measured its effects on positive psychological constructs or educational outcomes. In this study, we assessed the possibility and potential benefits of integrating visual arts education into a required internal medicine (IM) clinical clerkship. METHODS: We conducted a controlled trial in an academic healthcare system with an affiliated art museum. IM students were assigned to one of three interventions: museum-based arts (n = 11), hospital-based arts (n = 10), or hospital-based conventional education (n = 13). Arts groups explored empathy, resilience, and compassion in works of art during facilitator-guided discussions. We assessed pre- and post-intervention measures of empathy, mindfulness, tolerance of ambiguity, and grit and tracked National Board of Medical Examiners IM shelf exam performance to capture changes in educational outcomes. Focus group discussions with participants in the arts-based interventions were performed at the study’s conclusion. RESULTS: Arts education was successfully integrated into a busy clinical clerkship in both hospital and art museum settings. Focus group participants reported increased implicit bias cognizance and time for reflection, but no significant differences in psychometric or educational outcomes were identified. While most students felt positively toward the experience; some experienced distress from missed clinical time. CONCLUSIONS: This pilot study demonstrates the feasibility of integrating visual arts education into the clerkship. Although observable quantitative differences in measures of positive psychological constructs and educational outcomes were not found, qualitative assessment suggested benefits as well as the feasibility of bringing fine arts instruction into the clinical space. A larger, multi-center study is warranted. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-020-02386-w. BioMed Central 2020-11-30 /pmc/articles/PMC7708096/ /pubmed/33256727 http://dx.doi.org/10.1186/s12909-020-02386-w Text en © The Author(s) 2020 Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data.
spellingShingle Research Article
Strohbehn, Garth W.
Hoffman, Stephanie J. K.
Tokaz, Molly
Houchens, Nathan
Slavin, Ruth
Winter, Suzanne
Quinn, Martha
Ratz, David
Saint, Sanjay
Chopra, Vineet
Howell, Joel D.
Visual arts in the clinical clerkship: a pilot cluster-randomized, controlled trial
title Visual arts in the clinical clerkship: a pilot cluster-randomized, controlled trial
title_full Visual arts in the clinical clerkship: a pilot cluster-randomized, controlled trial
title_fullStr Visual arts in the clinical clerkship: a pilot cluster-randomized, controlled trial
title_full_unstemmed Visual arts in the clinical clerkship: a pilot cluster-randomized, controlled trial
title_short Visual arts in the clinical clerkship: a pilot cluster-randomized, controlled trial
title_sort visual arts in the clinical clerkship: a pilot cluster-randomized, controlled trial
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7708096/
https://www.ncbi.nlm.nih.gov/pubmed/33256727
http://dx.doi.org/10.1186/s12909-020-02386-w
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