Background 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.
MBBS students, enrolled for Community Medicine Clerkship Programme at one of the private tertiary health care teaching facilities, participated in developing four health training modules for CHWs, namely, diarrhoeal diseases, typhoid fever, vector-borne diseases and acute respiratory tract infections (ARTIs) during 1-month period. All students were divided into small groups and were asked to formulate modules through various engagement triggers like drama, games, quotes, media clips, puppetries and debates. During the second phase, the same groups of medical students utilised these emerged modules to train 130 field-based CHWs (Anganwadi Workers and Accredited Social Health Activists [ASHAs]) regarding targeted health problems. The final phase of the study commenced with educating 550 general community people in field practice areas (urban and rural) of the institute about identified health problems by trained CHWs. Engagement strategies like street plays, quizzes and puppet shows were used during training programmes of CHWs and general community people. At each phase, pre-and post-intervention scores of participants were evaluated, and the study revealed statistically significant (p < 0.05) knowledge gain about targeted diseases as well as positive attitudes towards an intervention among medical students, CHWs and local community people. | WHAT LESSONS WERE LEARNED?Engaging students at an early stage of medical training in communitybased education facilitated their contextual learning. Modular training was found to be beneficial to build up the capacity and motivation of CHWs towards reducing the burden of targeted diseases in communities. Trained general community people can incorporate this knowledge for prevention and control of these four health problems. However, the long-term impact of current study needs to be assessed to find out significant decline in incidence and prevalence of targeted diseases in the Indian communities. This study has wider implications in expanding it into other communities with similar objectives.
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