A Randomized Controlled Study of Art Observation Training to Improve Medical Student Ophthalmology Skills

Gurwin, Jaclyn; Revere, Karen; Niepold, Suzannah; Bassett, Barbara; Mitchell, Rebecca; Davidson, Stephanie; DeLisser, Horace M.; Binenbaum, Gil

doi:10.1016/j.ophtha.2017.06.031

Cited by 52 publications

(60 citation statements)

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“…For example, one recent study found that participating in an art course significantly improved the observational skills in ophthalmology (Gurwin et al. ). Such interesting initiatives are currently very hard to evaluate and compare because of a lack of an outcome measure.…”

Section: Discussionmentioning

confidence: 99%

Development and validation of a multiple‐choice questionnaire‐based theoretical test in direct ophthalmoscopy

Jørgensen

Savran

Christakopoulos

et al. 2019

Acta Ophthalmologica

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Purpose Direct ophthalmoscopy can reveal systemic, neurologic and ophthalmic conditions, but is poorly mastered among young physicians. A theoretical test is needed to measure effect of educational interventions. We developed and gathered validity evidence for a multiple‐choice questionnaire (MCQ)‐based theoretical test in direct ophthalmoscopy. Methods The MCQ was developed by interviewing experts. Then, validity evidence was evaluated using Messick's validity framework. Content was ensured by inviting the experts to contribute in a Delphi‐like process. Response process was ensured by piloting and by streamlining all instructions. Then, the test was taken by ophthalmologists and by medical students without experience in direct ophthalmoscopy. Results were used to evaluate internal structure (item quality analysis and internal consistency), relations to other variables (correlation of test scores to experience level) and consequences (establishment of pass–fail score and the consequences of its use). Results The first phase of the study yielded 100 MCQs. In second phase, we identified that 60 items fulfilled predefined relevance and item quality requirements. These items demonstrated very high internal consistency (Cronbach's alpha = 0.95), significantly discriminated medical students from specialists (p < 0.001, independent samples t‐test) and the established pass–fail score of 50 (83%) correct answers resulted in no false positives (students passing) and no false negatives (specialists failing). A Decision study identified that sampling 15 items suffice for certification. Conclusion We developed and validated an MCQ‐based theoretical test in direct ophthalmoscopy that enables an evidence‐based approach to measuring, evaluating and certifying the theoretical knowledge necessary for direct ophthalmoscopy.

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Section: Discussionmentioning

confidence: 99%

Development and validation of a multiple‐choice questionnaire‐based theoretical test in direct ophthalmoscopy

Jørgensen

Savran

Christakopoulos

et al. 2019

Acta Ophthalmologica

View full text Add to dashboard Cite

show abstract

“…Of the 12 studies reviewed, most studied outcomes of arts‐based interventions for medical students . Notably, most studies were non‐controlled cohort studies and used pre‐ or post‐intervention tests.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Notably, most studies were non‐controlled cohort studies and used pre‐ or post‐intervention tests. Most evaluated arts‐based curricula for medical students, and only three used a random control design . Although more investigation is required to determine what type(s) of art and course structure(s) support the optimal learning of observation skills, and whether there is long‐term retention of these skills, all 12 studies suggest that guided observation of visual art (e.g.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Only curricula designed and evaluated with the specific intent to enhance participants' observation skills were reviewed: 12 studies met these inclusion criteria ( Table 2).Of the 12 studies reviewed, most studied outcomes of arts-based interventions for medical students. 3,4,[6][7][8][9][10][11][12][13][14][15] Notably, most studies were non-controlled cohort studies and used pre-or post-intervention tests. Most evaluated arts-based curricula for medical students, and only three used a random control design.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Most evaluated arts-based curricula for medical students, and only three used a random control design. 4,8,14 Although more investigation is required to determine what type(s) of art and course structure(s) support the optimal learning of observation skills, and whether there is long-term retention of these skills, all 12 studies suggest that guided observation of visual art (e.g. paintings and photography) can enhance the quality and/or quantity of visual observations ( Pre-or post-intervention test Students significantly increased the amount of time they spent looking at art and patient images, the number of words they used to describe art (p = 0.002) and patient images (p = 0.019), and the number of observations made of art (p = 0.000) and patient images (p = 0.001) after the course Jasani 16 Boudreau et al also underscore the importance of teaching in authentic settings and using clinical images in some capacity (e.g.…”

Section: Literature Reviewmentioning

confidence: 99%

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Using art to improve visual diagnosis: a review

Rana

Pop

Burgin

2020

The Clinical Teacher

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Summary Background Elective visual arts‐based courses for trainees in the health professions may, amongst other things, help improve visual diagnostic skills. An emphasis on the careful observation of visual art and medical images and the co‐teaching of such courses by both medical faculty members and local art educators seem to be particularly important elements for the successful implementation of such courses. Literature review At least 12 studies to date suggest that guided observation of visual art (e.g. paintings and photography) can enhance the quality and/or quantity of visual observations. More research is needed regarding optimal course structure and assessment, but existing evidence supports the development of visual arts‐based coursework for health care trainees using strategies such as ‘visual thinking skills’ and engagement and processing in groups. Take‐home message The arts or ‘medical humanities’ are increasingly used in the education of health professionals, and growing evidence exists that visual arts‐based coursework, in particular, can enhance the observation skills of participants. Notably, the expertise and experience of trainees in specific disciplines are likely to influence specific learning goals and course structure in each context; however, unique arts‐based teaching strategies (e.g. ‘visual thinking skills’) can be used across all settings.There is no more difficult art to acquire than the art of observation … William Osler, 19031

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Interprofessional Art Rounds

2023

AMA Journal of Ethics

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Art Rounds is an interprofessional workshop that uses art to develop nursing and medical students' observation skills and empathy. The workshop's joint emphasis on interprofessional education (IPE) and visual thinking strategies (VTS) is intended to improve patient outcomes, strengthen interprofessional collaboration, and maintain a climate of mutual respect and shared values. Interprofessional teams of 4 to 5 students practice faculty-guided VTS on artworks. Students then apply VTS and IPE competencies in observing, interviewing, and assessing evidence during 2 encounters with standardized patients (SPs). Students also write a chart note that includes differential diagnoses with supportive evidence for each of the 2 SPs. Art Rounds focuses on students' observation of details and interpretation of images and SPs' physical appearance; evaluation strategies include grading rubrics for the chart notes and a student-completed evaluation survey.The American Medical Association designates this journal-based CME activity for a maximum of 1 AMA PRA Category 1 Credit™ available through the AMA Ed Hub TM . Physicians should claim only the credit commensurate with the extent of their participation in the activity. Integrating Arts Into Interprofessional EducationThe World Health Organization (WHO) and Institute of Medicine (IOM, now the National Academy of Medicine) explicitly recommend interprofessional health care teams as a strategy to enhance communication and care coordination and to improve health services and patient health outcomes. 1,2 The mission of the Interprofessional Education Collaborative (IPEC) is to ensure that new and current health care professionals are proficient in the competencies essential for interprofessional, collaborative practice. 3 Some health professions programs in dentistry, medicine, nursing, pharmacy, and public health mandate IPE in their curricula and incorporate IPEC core competencies in their training model. 3,4 Clinical observation and empathetic communication are crucial and fundamental skills for all health care clinicians, regardless of discipline. Oversights in history taking, physical assessment, and communication can lead to delayed or inaccurate diagnoses, unnecessary medical testing, higher medical costs, misunderstanding of patient needs, or disparities and severe adverse outcomes for patients. 5 To improve skills in these 12. Walker R.

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A Randomized Controlled Study of Art Observation Training to Improve Medical Student Ophthalmology Skills

Cited by 52 publications

References 10 publications

Development and validation of a multiple‐choice questionnaire‐based theoretical test in direct ophthalmoscopy

Development and validation of a multiple‐choice questionnaire‐based theoretical test in direct ophthalmoscopy

Using art to improve visual diagnosis: a review

Interprofessional Art Rounds

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