Preparing medical students to become skilled at clinical observation

Boudreau, J. Donald; Cassell, Eric J.; Fuks, Abraham

doi:10.1080/01421590802331446

Cited by 35 publications

(33 citation statements)

References 12 publications

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“…There are also a number of research projects, both quantitatively and qualitatively-designed, that have investigated the value of arts interventions in medical training to the development of the future doctor [9-16]. Many of these tend to focus on the possible benefits of a particular type of arts intervention on a specific clinical skill: the impact of arts ‘training’ on clinical observation skills, for example [17,18]. Within UK medical education, engagement with the arts has gained impetus in recent years, particularly through a range of arts-oriented Student Selected Components (SSCs).…”

Section: Introductionmentioning

confidence: 99%

An exploratory study of the potential learning benefits for medical students in collaborative drawing: creativity, reflection and ‘critical looking’

et al. 2013

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BackgroundBuilding on a series of higher educational arts/medicine initiatives, an interdisciplinary drawing module themed on the human body was developed for both year 3 Craft students and year 3 Medicine degree students. This became the subject of a research project exploring how the collaborative approach to drawing adopted on this module impacted on the students’ learning. In this article, emphasis is given to issues thought to have most potential relevance to medical education.MethodsUsing an ethnographic research design, the methods adopted were: direct observation of all aspects of the module sessions, audio and video recordings and photographs of the sessions, the incorporation of a semi-structured discussion at the end of each session, and anonymous student questionnaires.ResultsA number of key themes emerged. The complex, phased and multi-sensory nature of the ‘critical looking’ skills developed through the drawing exercises was seen as of potential value in medical education, being proposed as analogous to processes involved in clinical examination and diagnosis. The experience of interdisciplinary collaborative drawing was significant to the students as a creative, participatory and responsive form of learning. The emphasis on the physical experience of drawing and the thematic use of the human body as drawing subject led to reflective discussions about bodily knowledge and understanding. There were indications that students had a meta-cognitive awareness of the learning shifts that had occurred and the sessions provoked constructive self-reflective explorations of pre-professional identity.ConclusionsThis preliminary study suggests, through the themes identified, that there may be potential learning outcomes for medical students in this model of interdisciplinary collaborative drawing of the human body. Further research is needed to explore their applicability and value to medical education. There is a need to explore in more depth the beliefs, motivations and learning styles of medical students opting for the module, the significance and weighting of different learning and teaching elements in the module and the impact of the learning on medical students in the immediate post-module phase.

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Section: Introductionmentioning

confidence: 99%

An exploratory study of the potential learning benefits for medical students in collaborative drawing: creativity, reflection and ‘critical looking’

et al. 2013

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“…Performance in microscopic pathology falls under the more general category of clinical observation, which was recently analysed by Boudreau et al. , 17 who identified eight core principles in clinical observation, which also seem to characterise microscopy:…”

Section: Introductionmentioning

confidence: 99%

Do prior knowledge, personality and visual perceptual ability predict student performance in microscopic pathology?

et al. 2010

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OBJECTIVES There has been long-standing controversy regarding aptitude testing and selection for medical education. Visual perception is considered particularly important for detecting signs of disease as part of diagnostic procedures in, for example, microscopic pathology, radiology and dermatology and as a component of perceptual motor skills in medical procedures such as surgery. In 1968 the Perceptual Ability Test (PAT) was introduced in dental education. The aim of the present pilot study was to explore possible predictors of performance in diagnostic classification based on microscopic observation in the context of an undergraduate pathology course. METHODS A pre- and post-test of diagnostic classification performance, test of visual perceptual skill (Test of Visual Perceptual Skills, 3rd edition [TVPS-3]) and a self-report instrument of personality (Big Five Personality Inventory) were administered. In addition, data on academic performance (performance in histology and cell biology, a compulsory course taken the previous year, in addition to performance on the microscopy examination and final examination) were collected. RESULTS The results indicated that one personality factor (Conscientiousness) and one element of visual perceptual ability (spatial relationship awareness) predicted performance on the pre-test. The only factor to predict performance on the post-test was performance on the pre-test. Similarly, the microscopy examination score was predicted by the pre-test score, in addition to the histology and cell biology grade. The course examination score was predicted by two personality factors (Conscientiousness and lack of Openness) and the histology and cell biology grade. CONCLUSIONS Visual spatial ability may be related to performance in the initial phase of training in microscopic pathology. However, from a practical point of view, medical students are able to learn basic microscopic pathology using worked-out examples, independently of measures of personality or visual perceptual ability. This finding should reassure students about their abilities to improve with training independently of their scores on tests on basic abilities and personality.

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“…Across the three studies-Harvard, RWJF, and Texas-students looked longer and had more to say following VTS interventions, indicating their enhanced performance of three crucial aspects of clinical observation: the ability to describe concretely what is perceived, the ability to separate fact from inference, and the understanding that observation takes time (Boudreau et al 2008). …”

Section: Impact Shown In Healthcare Educationmentioning

confidence: 96%

Understanding Visual Literacy: The Visual Thinking Strategies Approach

Hailey¹,

Miller²,

Yenawine³

2015

Essentials of Teaching and Integrating Visual and Media Literacy

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This chapter makes the case for two aspects of visual literacy that the authors believe to be generally overlooked: (1) that visual literacy occurs by way of a developmental trajectory and requires instruction as well as practice, and (2) that it involves as much thought as it does visual awareness and is an integral component of the skills and beliefs related to inquiry. This chapter roots these ideas in the theory and research of cognitive psychologist Abigail Housen, coauthor of Visual Thinking Strategies (VTS) with museum educator Philip Yenawine. Housen identified aesthetic stages that mark the development of skills helping to define visual literacy. Her research is also the basis of VTS, a method of engaging learners in deep experiences looking at art and discussing meanings with peers, a process that, this chapter posits, furthers visual literacy. This chapter presents that body of research and details the resulting VTS protocol. It reviews academic studies to date, subsequent to Housen, that document the impact of VTS interventions in various settings, and suggests beneficial areas for future research. In order to probe what development in visual literacy looks and sounds like on a granular level, two case studies of student writing from existing studies are presented and analyzed. Visual literacy skills enabled by VTS are briefly connected to broader educational concerns.

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Preparing medical students to become skilled at clinical observation

Abstract: Principles that are pragmatic in nature, anchored in a theoretical framework of visual competence and applicable to medical education have been developed and successfully deployed.

Cited by 35 publications

References 12 publications

An exploratory study of the potential learning benefits for medical students in collaborative drawing: creativity, reflection and ‘critical looking’

An exploratory study of the potential learning benefits for medical students in collaborative drawing: creativity, reflection and ‘critical looking’

Do prior knowledge, personality and visual perceptual ability predict student performance in microscopic pathology?

Understanding Visual Literacy: The Visual Thinking Strategies Approach

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