Education Research: An arts-based curriculum for neurology residents

Abstract

ObjectiveTo determine the feasibility and educational value of an arts-based curriculum for neurology residents, with the following specific learning objectives: to enhance communication and observational skills, increase awareness of point of view, and deepen appreciation of the narrative content of illness.MethodsNarrative medicine and visual thinking exercises, adopted from the study of literature and art history, were offered as monthly sessions in the neurology residents' conference schedule. Participants completed an institutional review board–approved anonymous evaluation using a 5-point Likert scale to rate course effectiveness and perform a retrospective pre- and post-self-assessment of communication and visual observation skills. They also provided free text feedback on the course.ResultsAll participants rated the course highly and found the exercises effective in enhancing awareness of language and observational skills. Eighty percent of participants rated their listening and observation skills as above average after participation, which improved from 63% and 45%, respectively, before the sessions. Comments on the course cited the importance of reflection, focused attention, awareness of multiple perspectives, and appreciation of colleagues.ConclusionsArts-based graduate medical education is feasible and effective in teaching residents to listen and observe more closely. Narrative medicine and visual thinking exercises highlight these skills and promote professional growth, providing an opportunity to reflect and find meaning in clinical work.

The role of residents in medical students’ neurology education: current status and future perspectives

“…As a future direction, additional interventions, such as resilience skills training program [15], the arts-based curriculum for neurology residents [16], and increasing resident involvement in the design and development of the neurology clerkship rotation [17] can be implemented to improve residents teaching skills and medical student experience and education.…”

Using art to improve visual diagnosis: a review

“…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.…”

“…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.…”

“…5 Specifically, a teaching strategy termed 'visual thinking skills' (VTS) was explicitly used in five of the 12 studies reviewed. 4,6,11,12,15 Originally created by psychologist Abigail Housen and art educator Philip Yenawine, the VTS strategy adopts a series of three iterative and systematic questions used by art educators to encourage their viewers to gain a deeper understanding of an artwork. 6 • What is going on in this picture?…”

The Role of Residents in Medical Students’ Neurology Education:Current Status and Future Perspectives

“…Our findings are consistent with the previous studies, which showed an improved experience with the ambulatory rotation. 14 As a future direction, additional interventions, such as resilience skills training program 15 , the artsbased curriculum for neurology residents 16 , and increasing resident involvement in the design and development of the neurology clerkship rotation 17 can be implemented to improve residents teaching skills and medical student experience and education.…”