A cluster design controlled trial of arts-based observational skills training in primary care

Kirklin, D; Duncan, Jane; McBride, Sandy; Hunt, Sam; Griffin, Mark

doi:10.1111/j.1365-2929.2007.02711.x

Cited by 47 publications

(46 citation statements)

References 11 publications

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“…Kirklin et al investigated whether arts-based skills could help improve observational skills. 25 This lowquality RCT involved the intervention group being taught observational skills by an artist, while the control group received a traditional lecture on skin diseases. Observational skills were found to improve significantly more in the intervention group than the control group, which may lead to more accurate diagnoses in practice.…”

Section: Intervention Typementioning

confidence: 99%

“…Some studies had a high risk of selection bias, [13][14][15][16][17]19,20,22,24,25,27,[29][30][31] with little information given (if any) about whether those who participated were different from those who chose not to take part. Almost all studies reported a follow-up period of less than 1 year; 11,14,[17][18][19]21,23,24,27,28,31,33 several tested participants straight after the intervention; 15,16,29,30 and some did not include or state any follow-up period.…”

Section: Strengths and Limitationsmentioning

confidence: 99%

“…Almost all studies reported a follow-up period of less than 1 year; 11,14,[17][18][19]21,23,24,27,28,31,33 several tested participants straight after the intervention; 15,16,29,30 and some did not include or state any follow-up period. 20,22,25,32 Therefore, it cannot be determined whether any of the reported improvements persisted. Less than half of the 22 studies included recruited more than 100 participants, 11,15,17,21,23,24,26,29,30,32 and several studies suffered from a high dropout rate, 18,19,28,32,33 with only 18% of participants in 6 months.…”

Section: Strengths and Limitationsmentioning

confidence: 99%

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Interventions to reduce primary care delay in cancer referral: a systematic review

et al. 2011

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Section: Intervention Typementioning

confidence: 99%

Section: Strengths and Limitationsmentioning

confidence: 99%

Section: Strengths and Limitationsmentioning

confidence: 99%

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Interventions to reduce primary care delay in cancer referral: a systematic review

et al. 2011

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“…Newer approaches in clinical anatomy teaching involve using multi-media programs to digitally explore anatomical features ('An@tomedia', 2002) as well as life drawing and body painting anatomical features on living models (McMenamin, 2008). The value of incorporating art when learning clinical skills in medical education has been investigated in a number of studies (Elder, Tobias, Lucero-Criswell, & Goldenhar, 2006;Kirklin, Duncan, McBride, Hunt, & Griffin, 2007;McMenamin, 2008;Moore, Lowe, Lawrence, & Borchers, 2011;Naghshineh et al, 2008;Naug, Colson, & Donner, 2011;Schaff, Isken, & Tager, 2011;Shapiro, Rucker, & Beck, 2006). One study has examined the potential learning benefits for medical students involved in an interdisciplinary drawing module (Lyon, Letschka, Ainsworth, & Haq, 2013).…”

Section: Integration Of Art In Medical Educationmentioning

confidence: 99%

Broadening Student Learning Experiences via a Novel Cross-Disciplinary Art and Anatomy Education Program - A Case Study

Speed

Kleiner²,

Macaulay³

2014

IJHE

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This study explored student learning and engagement in a novel cross-disciplinary education program, in particular whether medical students learning experiences can be enhanced through interaction and exchange of knowledge with students of varying disciplines. The program, entitled AnaRtomy, studies the historical relationship between art and anatomy. A cohort of medical, physiotherapy and fine arts students from Monash University, Australia completed the three week AnaRtomy program in Italy. The benefits of cross-disciplinary learning were substantial as students from different courses learned from each other and gained new perspectives into art and anatomy. The AnaRtomy program supports cross-disciplinary learning and successfully enhances student engagement and learning experiences giving students the opportunity to study abroad and learn through experience.

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“…It can also be beneficial to explore the additional benefits of artistic approaches beyond anatomy learning. For example, the observational skills that are developed through the use of artistic methods can also be transferable to clinical practice (Bardes, Gillers, & Herman, 2001;Boudreau, Cassell, & Fuks, 2008;Jasani & Saks, 2013;Kirklin, Duncan, McBride, Hunt, & Griffin, 2007; Naghshineh et al, 2008;Pellico et al, 2009). In order to implement a novel or innovative method into your curriculum, it may be necessary to convince others of the value of your approach.…”

Section: Introductionmentioning

confidence: 99%

Twelve tips for implementing artistic learning approaches in anatomy education

Keenan¹,

Hutchinson²,

Bell³

2017

MedEdPublish

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To enhance learning and maximise student satisfaction while simultaneously optimising costs and resources within the modern context and environment of integrated anatomy education, it is vital that innovative methods of delivering learning and teaching are considered for implementation into medical curricula. The development of learning processes including observation, visualisation, haptic reasoning and visuospatial ability are strongly associated with the use of artistic approaches. In addition to being crucial for medical student learning of anatomy and other life sciences, such skills are also relevant for training in surgery, clinical observation and diagnosis. The twelve tips outlined here have been identified with the intention of providing guidance for anatomy educators aiming to incorporate innovative creative and artistic approaches into their own teaching practice within medical curricula. These proposals are underpinned by educational theory and recent research that has investigated artistic learning methods in medical education. Recommendations are also based on our personal experiences from both the undergraduate student point of view as well as the academic educator perspective with respect to the usage of creative and artistic learning approaches in anatomy education at Newcastle University.Keywords: Anatomy, Artistic learning methods, Undergraduate medical education Tip 1: Take a scholarly approach When designing and introducing any teaching innovation, in order to provide the best possible educational experience for students, it is important to draw on many aspects of the learning process and environment. To provide a strong pedagogical basis for an artistic learning approach, it is important to identify both the educational theory and research evidence that underpin the practical method. Theories of learning can provide an effective starting point when designing an innovative artistic approach, particularly those that include scope for learning that begins with a basic outline and then gradually builds upon prior knowledge of anatomical structures in order to develop complexity (Ausubel, 2012;Kolb, 1984), a process that can correspond to the production of artwork. Theories of drawing and learning through art (Catterall, 2005;Perkins, 1994;Petherbridge, 2010) can also provide useful insights into the practical educational value of artistic methods. The pedagogical value of artistic methods are primarily related to the motor skills and cognitive processes that are engaged when using such approaches. Research evidence suggests that key elements of observation (Backhouse, Fitzpatrick, Hutchinson, Thandi, & Keenan, 2017;Chamberlain et al., 2014;Jasani & Saks, 2013;Lyon, Letschka, Ainsworth, & Haq, 2013;Moore, Lowe, Lawrence, & Borchers, 2011;Pellico, Friedlaender, & Fennie, 2009) reflection and repetition (Backhouse et al., 2017;Lyon et al., 2013), and visualisation (Pandey & Zimitat, 2007) should be incorporated and emphasised within any artistic learning approach. Haptic (Jones, Minogue, ...

show abstract

A cluster design controlled trial of arts-based observational skills training in primary care

Cited by 47 publications

References 11 publications

Interventions to reduce primary care delay in cancer referral: a systematic review

Interventions to reduce primary care delay in cancer referral: a systematic review

Broadening Student Learning Experiences via a Novel Cross-Disciplinary Art and Anatomy Education Program - A Case Study

Twelve tips for implementing artistic learning approaches in anatomy education

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