Student feedback on the use of paintings in Sparshanam, the Medical Humanities module at KIST Medical College, Nepal

Shankar, P Ravi; Piryani, Rano Mal; Dhungel, Kshitiz Upadhyay

doi:10.1186/1472-6920-11-9

Cited by 20 publications

(15 citation statements)

References 12 publications

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“…The students were divided into five small groups and facilitator presentations, case scenarios, role plays, paintings, and student presentations and activities (such as identifying learning issues from case scenarios and interpreting them using role plays, interpreting paintings and photographs among others) were among the different teaching-learning modalities used. Student feedback on the paintings used during the module in 2012 has been published 19 . Use of more paintings from Nepal and South Asia was suggested by the respondents in the study 19 .…”

Section: Introductionmentioning

confidence: 99%

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Student feedback about the use of role plays in Sparshanam, a medical humanities module

et al. 2012

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Background: At KIST Medical College, Lalitpur, Nepal, a Medical Humanities module for first year medical students has been conducted. Role plays are used to explore social, medical and sexual issues in the Nepalese context. The present study obtained student feedback about the role plays used in the module, the difficulties faced, and obtained suggestions for further improvement. Method: The module was conducted from January to August 2011 using a total of 15 role plays. Student feedback was obtained using a semi-structured questionnaire. Informal discussions were held and a questionnaire was circulated among the first year students who had participated in the module. Results: Ninety-eight of the 100 students in the module participated in the study. The overall opinion regarding the role plays was positive. Students stated role plays helped to make module objectives concrete and interesting, made students identify with the problem being investigated and improved communication skills. Role plays were designed to address important health issues in Nepal and prepare students for addressing these issues in future practice. A lack of sufficient time for preparing the role plays and initial problems with group dynamics were mentioned by the respondents during the study. Conclusions: Student feedback about the use of role plays during the module was positive. Role plays helped in making module objectives more concrete and interesting, improved communication skills and addressed important health issues in Nepal. Role plays are not resource intensive and can be considered for use in medical schools in developing nations.

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Section: Introductionmentioning

confidence: 99%

“…Student feedback on the paintings used during the module in 2012 has been published 19 . Use of more paintings from Nepal and South Asia was suggested by the respondents in the study 19 . Following this study, we are now using paintings by our medical students which were exhibited during an art exhibition in the institution.…”

Section: Introductionmentioning

confidence: 99%

Student feedback about the use of role plays in Sparshanam, a medical humanities module

et al. 2012

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“…The results of the review are summarized in Table 1. According to our assessment of each article using the Kirkpatrick's Model (Kirkpatrick and Kirkpatrick, 2006), 7 articles (Boisaubin and Winkler, 2000;Cohen Castel, 2006, 2011;Shankar, Piryani and Upadhyay-Dhungel, 2011;Kumagai, 2012;Karkabi, Wald and Cohen Castel, 2014;Bramstedt, 2016) describe interventions that measured outcomes at the level of learner reaction. Six articles (Bardes, Gillers and Herman, 2001;Dolev, Friedlaender and Braverman, 2001;Finn, White and Abdelbagi, 2011;Jasani and Saks, 2013;Yang and Yang, 2013; Arnold, Lloyd and von Gunten, 2016) describe interventions that measured outcomes at the level of learning.…”

Section: Resultsmentioning

confidence: 99%

“…This review identified 4 articles that describe the use of visual arts to teach the professionalism and humanism domain of clinical excellence (Karkabi and Cohen Castel, 2006;Winter and Birnberg, 2006;Shankar, Piryani and Upadhyay-Dhungel, 2011;Yang and Yang, 2013), three of which specifically describe curricula which incorporated the visual arts to better understand the nature of human suffering and to deepen compassion for sufferers (Karkabi and Cohen Castel, 2006;Shankar, Piryani and Upadhyay-Dhungel, 2011;Yang and Yang, 2013). The first article describes a 2-hour CME curriculum which involved the examination of 3 paintings (Rembrandt's The Return of the Prodigal Son, Edvard Munch's Death in the Sickroom, and Sir Luke Filde's The Doctor), writing a short story about the paintings, and presenting these stories to the group (Karkabi and Cohen Castel, 2006).…”

Section: Professionalism and Humanismmentioning

confidence: 99%

Using the visual arts to teach clinical excellence

Gelgoot¹,

Caufield-Noll²,

Chisolm³

2018

MedEdPublish

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Introduction:The authors conducted a review of the literature to identify curricula that incorporate the visual arts into undergraduate, graduate, and continuing medical education to facilitate the teaching of clinical excellence. Methods:The authors searched the PubMed and ERIC electronic databases in May 2017, using search terms such as "paintings," "visual arts," and "medical education," along with terms corresponding to previously defined domains of clinical excellence. Search results were reviewed to select articles published in the highest impact general medicine and medical education journals describing the use of visual arts to teach clinical excellence to all levels of medical trainees and practicing physicians.Results: Fifteen articles met inclusion criteria. Each article addressed at least one of the following clinical excellence domains: communication and interpersonal skills, humanism and professionalism, diagnostic acumen, and knowledge. No articles described the use of the visual arts to teach the skillful negotiation of the health care system, a scholarly approach to clinical practice, or a passion for patient care. Conclusions:This review supports the use of visual arts in medical education to facilitate the teaching of clinical excellence. However, research designed specifically to evaluate the impact of the visual arts on clinical excellence outcomes is needed.

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“…A medical humanities (MH) module has been conducted for first year medical students right from the first batch 1 using small group, activity-based learning methods. Case scenarios, role plays, facilitator presentations and paintings are among the different modalities used to explore various aspects of MH 2, 3 .…”

Section: Introductionmentioning

confidence: 99%

Student feedback about the use of literature excerpts in Sparshanam, a Medical Humanities module

et al. 2012

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Medical humanities (MH) modules have been conducted for first year students at KIST Medical College, Lalitpur, Nepal for the last four years. Literature excerpts are widely used in MH programs in developed nations. In Nepal English language literature excerpts had been used previously in two modules. Problems noted were difficulty in comprehending the excerpts and relating them to the Nepalese scenario. The MH module for the 2011 intake was conducted from December 2011 to March 2012. The present study was conducted in the third week of March to obtain student perceptions about use of literature excerpts and suggestions for further improvement using a questionnaire. Literature excerpts used in the module dealt with Nepal and health-related topics. Sixty-eight of the 80 students (85%) participated in the study. The majority were male, self-financing and from urban areas. Respondents felt the excerpts introduced them to different aspects of the medical profession, prepared them for future practice, and underscored the importance of understanding the patients’ feelings. The literature excerpts with which they could identify the most and the least were noted. There were no differences in median enjoyment and effectiveness scores of the literature excerpts according to subgroups of respondents. The suggested benefits of using literature in medical education were similar to those reported previously. Most respondents were able to appreciate the English language excerpts. They felt that Nepali language excerpts and those by Nepali writers could also be included. The findings would be of interest to educators in other developing nations introducing MH modules.

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Student feedback on the use of paintings in Sparshanam, the Medical Humanities module at KIST Medical College, Nepal

Cited by 20 publications

References 12 publications

Student feedback about the use of role plays in Sparshanam, a medical humanities module

Student feedback about the use of role plays in Sparshanam, a medical humanities module

Using the visual arts to teach clinical excellence

Student feedback about the use of literature excerpts in Sparshanam, a Medical Humanities module

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