Medicine as a performing art: a worthy metaphor

Woolliscroft, James O.; Phillips, Robert

doi:10.1046/j.1365-2923.2003.01636.x

Cited by 17 publications

(10 citation statements)

References 15 publications

(15 reference statements)

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“…The ability to devise new engaging questions, relevant to the student learning, as the teaching session progresses, can deepen the understanding of the knowledge that we present. This is a skill that can be developed with practice (Woolliscroft JO, 2003). The development of curiosity in the students is a key factor in promoting self-directed learning by introducing a variety of stimuli and unexpected information to promote further investigation.…”

Section: 'Thought Is Not Derived From Action But Tested By Applicatiomentioning

confidence: 99%

A Reflection on Some Key Pedagogical Competencies, Valuable to the Role of the Medical Educator

Houldsworth¹

2016

J Contemp Med Edu

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The role of a university professor is multifaceted; as teacher, facilitator, assessor, evaluator, models of learning themselves as self-directed learners, addressing several key competencies for the effective teacher. It is not only about the transmission of knowledge, facts and skills but also about understanding how a student learns and being able to adapt and differentiate the delivery to personalise the learning. Appropriate questioning to assess prior knowledge and testing or challenging the understanding of the student learning is also a skill for the professor. Being able to access and use a variety of resources is important to deepen the understanding of student learning, including current IT skills. The relationship between learner and mentor is essential, developing trust and confidence. The development of appropriate medical and basic science language is an important element to the learning process. The professor's collaboration and collegiate practices in a learning community enrich the learning experience, where best practice can be shared and communicated. It is important to be able to measure the impact of the teaching through assessment (formative and summative) and evaluation, which drives continued improvement in the learning experience. The innovative use of resources and environment that supports student and patient-centred learning and effectively engages with the students must be contextually and clinically relevant to the student's experience.

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Section: 'Thought Is Not Derived From Action But Tested By Applicatiomentioning

confidence: 99%

A Reflection on Some Key Pedagogical Competencies, Valuable to the Role of the Medical Educator

Houldsworth¹

2016

J Contemp Med Edu

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“…The music played in the various parts of our park may take many different forms depending on audience need and preference but regardless of form; 'making music' requires from all musicians the technical skills and knowledge that define the genre combined with the ability to interpret a piece in performance. Musicians are brought together who share a common knowledge and purpose, and who contribute to the whole as expert performers on their instruments [6].…”

Section: Market Metaphor Consequencesmentioning

confidence: 99%

Music in the Park. An integrating metaphor for the emerging primary (health) care system

Sturmberg

Martin

O'Halloran

2010

Evaluation Clinical Practice

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Music in the Park is a metaphor for primary health care systems based on shared values of experts and unique local communities. Health professionals are players in this arena, who develop and practise the full range of their skills in response to individual and community needs and preferences. Their leadership works through inspiration and empowerment, making patients 'co-producers' of their own health and 'co-shapers' of their health services.

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“…The interface between music and medicine conceives the doctor patientinteraction as a dialogue with opportunity for listening and performance. In this sense, our approach is most closely aligned with that advocated by Woolliscroft and Philips,40 who argue for medical education reform by considering medicine as a performance art, and extend an analogy between string instrument training and clinical education.The Art of ListeningThe ground explored in our sessions can perhaps be best described by elaborating two viewpoints: one of the practitioner as audience, and the second of the practitioner as performer. From the first perspective, conceptualizing the medical practitioner as a listener, or audience member, the primary goal of our program was to reinforce the value of involvement and engagement in listening.…”

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confidence: 93%

Music, Medicine, and the Art of Listening

Roessel¹,

Shafer²

2006

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Nonetheless, the overlap of music and medicine is broad and has been the focus of various investigations. In this article, we will briefly review some of the diverse intersections between music and medicine. These intersections include the relationships between musicians and doctors and artists and illness, music as therapy, and the neuroscience of music. We then describe a curricular innovation, The Art of Listening, that we undertook at our medical school to examine connections among music, musical performance and medicine. The program explored music as a metaphor for communication in medicine and medicine as a performance art. We argue that emphasis on the skills of listening demanded by full appreciation of music provides a novel and fertile ground for relating music to the practice of medicine and provides a point of departure for the use of music in medical education. Finally, we outline some limitations and concerns regarding the incorporation of music into the medical curriculum. Musicians and Physicians Research into the historical and current relationship between musicians and doctors includes biographical literature about composers who were also physicians, such as Alexander Borodin, 7 as well as literature documenting the relationships between physicians and composers. For example, the friendship between the renowned Viennese surgical pioneer, Theodor Billroth, and the great romantic composer, Johannes Brahms, has been well documented via their extensive correspondence. 8, 9 Literature on musicians and doctors also explores the role of musical performance as an avocation in doctors' lives, the tradition of doctor and health care worker orchestras, 10, 11 and speculations on the potential benefit of prior musical training on physician skills. 12 Thus, this literature broadly covers musical talent from the amateur to the world famous.

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Medicine as a performing art: a worthy metaphor

Cited by 17 publications

References 15 publications

A Reflection on Some Key Pedagogical Competencies, Valuable to the Role of the Medical Educator

A Reflection on Some Key Pedagogical Competencies, Valuable to the Role of the Medical Educator

Music in the Park. An integrating metaphor for the emerging primary (health) care system

Music, Medicine, and the Art of Listening

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