The prism model: advancing a theory of practice for arts and humanities in medical education

Abstract

Introduction The arts and humanities have transformative potential for medical education. Realizing this potential requires an understanding of what arts and humanities teaching is and what it aims to do. A 2016 review of exclusively quantitative studies mapped three discursive positions (art as intrinsic to, additive to or curative for medicine) and three epistemic functions (art for mastering skills, perspective taking, and personal growth and activism). A more inclusive sample might offer new insights into the position and function of arts and humanities teaching in medical education. Methods Informed by this 2016 framework, we conducted discursive and conceptual analyses of 769 citations from a database created in a recent scoping review. We also analyzed the 15 stakeholder interviews from this review for recurring themes. These three analyses were iteratively compared and combined to produce a model representing the complex relationship among discursive functions and learning domains. Results The literature largely positioned arts and humanities as additive to medicine and focused on the functions of mastering skills and perspective taking. Stakeholders emphasized the intrinsic value of arts and humanities and advocated their utility for social critique and change. We offer a refined theory of practice—the Prism Model of four functions (mastering skills, perspective taking, personal insight and social advocacy)—to support more strategic use of arts and humanities in medical education across all learning domains. Discussion The Prism Model encourages greater pedagogical flexibility and critical reflection in arts and humanities teaching, offering a foundation for achieving its transformative potential.

Understanding the role of the art museum in teaching clinical-level medical students

“…The results of our exploratory qualitative study build on this and expand what we know about the role of the arts and humanities in medical education by suggesting that a visual arts program not only may enhance learning skills like observation, but also may benefit learners in deeper and more nuanced ways: appreciation of others and personal inquiry. These findings align with 2 other core lenses of the Prism Model: perspective taking and personal insight [ 9 , 10 ].…”

“…As articulated by the Fundamental Role of the Arts and Humanities in Medical Education report issued by the Association of American Medical Colleges’ (AAMC), the arts and humanities have conceptual relevance to medical education in many ways, such as fostering tolerance to ambiguity, deepening learners’ understanding of patients’ stories, strengthening learners’ connections with patients to better serve them, and enhancing the well-being of budding physicians to provide them with tools to care for themselves and others. While research is lacking with regards to exactly how the arts and humanities can accomplish these aims and satisfy core medical school competencies, existing evidence demonstrates that the arts and humanities may help learners master skills, 1 of the 4 core lenses of the Prism Model: mastering skills, perspective taking, personal insight, and social advocacy [ 9 , 10 , 20 , 26 ]. The results of our exploratory qualitative study build on this and expand what we know about the role of the arts and humanities in medical education by suggesting that a visual arts program not only may enhance learning skills like observation, but also may benefit learners in deeper and more nuanced ways: appreciation of others and personal inquiry.…”

“…As a potential way to address the need for a cohesive narrative for understanding the function of the arts and humanities in medical education, the scoping review authors proposed a conceptual framework called the Prism Model. This model is meant to guide educators in their design of integrative programs by asking them to consider an educational program’s objectives through four interrelated lenses (mastering skills, perspective taking, personal insight, and social advocacy) and to select teaching methods that best align with these objectives [ 9 , 10 ].…”

Relevance of Visual Thinking Strategies for Psychiatry Training

“…Arts and humanities-based teaching can provide an opportunity to practice skills, gain personal insight, appreciate multiple perspectives, and consider the culture of psychiatry and medicine [ 19 , 20 ]. In our study, psychiatry resident and educator perspectives support these functions.…”

Quantitative metrics and psychometric scales in the visual art and medical education literature: a narrative review

“…In 2020, the Association of American Medical Colleges (AAMC) called for the formal integration of the arts and humanities into healthcare education and crafted a digital ‘Getting Started’ guide [ 18 , 19 ]. The AAMC also endorsed a framework for developing medical humanities curricula, the Prism model [ 20 , 21 ]. Both the AAMC and NASEM advocated for novel pedagogical approaches, enhanced research, and a need to measure ‘learner outcomes beyond satisfaction with the course or program.’[ 18 ]…”