Design, implementation, and reflections on a two-week virtual visual arts and medicine course for third- and fourth-year medical students
dc.contributor.author | Waidyaratne, Gavisha R. | |
dc.contributor.author | Kim, Sangri | |
dc.contributor.author | Howell, Joel D. | |
dc.contributor.author | Ike, John D. | |
dc.date.accessioned | 2022-08-10T18:16:54Z | |
dc.date.available | 2022-08-10T18:16:54Z | |
dc.date.issued | 2022-04-21 | |
dc.identifier.citation | BMC Medical Education. 2022 Apr 21;22(1):302 | |
dc.identifier.uri | https://doi.org/10.1186/s12909-022-03374-y | |
dc.identifier.uri | https://hdl.handle.net/2027.42/173629 | en |
dc.description.abstract | Abstract Background Medical humanities courses that incorporate the visual arts traditionally require in-person instruction and visits to museums. The COVID-19 pandemic afforded medical educators a unique opportunity to implement and evaluate virtual visual arts programming. Methods A two-week, 7-module visual arts and medicine elective course for third and fourth-year medical students was conducted virtually in the Spring of 2021. The course included traditional didactic components as well as a range of hands-on creative art activities including painting, graphic medicine, photovoice, and Kintsugi (Japanese craft). Digital tools including Canvas, Google Jamboard, and Zoom facilitated student engagement. Student feedback was collected through anonymous post-course surveys. Results We successfully conducted a virtual visual arts and medicine elective which integrated hands-on creative art activities. Most students “strongly agreed” that remote instruction was sufficient to meet course objectives. However, all students also “agreed” that in-person instruction may promote more in-depth engagement with the visual arts. The hands-on creative art activities were appreciated by all students. Conclusion Visual arts-based medical humanities courses can be delivered virtually and can include hands-on creative art activities such as painting. Future visual arts and medicine courses may benefit from incorporating a range of pedagogical methodologies, digital tools, control groups, and pre−/post-course assessments. | |
dc.title | Design, implementation, and reflections on a two-week virtual visual arts and medicine course for third- and fourth-year medical students | |
dc.type | Journal Article | |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/173629/1/12909_2022_Article_3374.pdf | |
dc.identifier.doi | https://dx.doi.org/10.7302/5360 | |
dc.language.rfc3066 | en | |
dc.rights.holder | The Author(s) | |
dc.date.updated | 2022-08-10T18:16:53Z | |
dc.owningcollname | Interdisciplinary and Peer-Reviewed |
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