The Weight of Pain: What Does a 10 on the Pain Scale Mean? An Innovative Use of Art in Medical Education to Enhance Pain Management

Marr, Bonnie; Mickey, S. Hollis; Blythe, Sarah Ganz; Baruch, Jay

doi:10.1016/j.jpainsymman.2019.03.016

Cited by 10 publications

(8 citation statements)

References 11 publications

(13 reference statements)

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“…Upon further review, 28 articles were selected for inclusion owing to their detailed methodologies and analyses, including 16 describing art education with medical students (TABLE 1) [3][4][5][6][7][8][9][10][11][13][14][15][16][17][18][19] and 12 involving residents (TABLE 2). 12,[20][21][22][23][24][25][26][27][28][29][30] Some interventions relied on professional art curators to teach fine art to participants, while others used artistically minded clinicians. The duration of the projects ranged from 1 to 17 sessions.…”

Section: Resultsmentioning

confidence: 99%

Art in Medical Education: A Review

Dalia

Milam

Rieder

2020

Journal of Graduate Medical Education

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Background The use of fine art in medical education has a long history. Numerous studies have investigated the potential benefits of incorporating art in medical education; however, there are gaps in knowledge regarding the efficacy, methodology, and clinical significance of these studies. Objective This scoping review of the literature aims to describe the available literature on the incorporation of art education in medical school and residency. Methods PubMed, Google Scholar, and MedEDPortal were queried from their inception dates through December 2019. English-language studies providing a detailed methodology and detailed analysis were included. A total of 37 studies were identified. Upon further screening of the studies' methodologies and results, 16 studies describing art education implemented with medical students and 12 studies describing art education implemented with residents were included for final review. Results Various methods of art education exist, including Visual Thinking Strategies (VTS), rigorous curricula, and unstructured roundtable discussions with art curators or artistically minded clinicians. Studies range in duration, art media, and type of analysis. Conclusions There has been an increasing effort to incorporate fine art education into medical training, primarily to enhance visual perception skills and empathy. Although there is limited research on its efficacy and wide variations in study methodologies exist, results consistently indicate that participants find the incorporation of art into curricula beneficial. Further research analyzing which methodologies are most likely to yield statistically and clinically significant improvements in visual perception and empathy may lead to increased utilization of this teaching method.

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Section: Resultsmentioning

confidence: 99%

Art in Medical Education: A Review

Dalia

Milam

Rieder

2020

Journal of Graduate Medical Education

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“…[31][32][33] Though fewer respondents reported self-initiated visual arts engagement, there are also reports in the literature of the feasibility of visual arts-based GME curricula, including museum visits, engagement with community art, and multimedia longitudinal curricula applied toward learning objectives as diverse as improving observation skills, resilience, and bias awareness. [34][35][36][37][38] Further research is necessary to TA B L E 4 Common themes and representative quotations from adjunct analysis of written responses on role of humanities in medicine Themes/subthemes Representative quotations…”

Section: Discussionmentioning

confidence: 99%

“…Reading‐ and writing‐based sessions, often grounded in narrative medicine, have been used to inspire reflective practice, enhancement of bedside patient discussions, or engagement with patient experiences 31–33 . Though fewer respondents reported self‐initiated visual arts engagement, there are also reports in the literature of the feasibility of visual arts–based GME curricula, including museum visits, engagement with community art, and multimedia longitudinal curricula applied toward learning objectives as diverse as improving observation skills, resilience, and bias awareness 34–38 . Further research is necessary to understand which practices may be most beneficial in fostering empathy or other potential benefits of humanities engagement.…”

Section: Discussionmentioning

confidence: 99%

“…As educators move to meet the urgent need to address issues of social inequity in health, humanitiesbased approaches may also be relevant to other topics that are challenging to teach, including antiracism and inclusivity. [36][37][38][39][40] While additional research is needed into the integration of the humanities into GME, many GME faculty members, understandably, might feel ill-equipped to integrate humanities into residency curricula; ideally, such activities should be pursued by those with formal training in the humanities and its pedagogical frameworks. 4 Recognizing that not all medical educators will have such training, this presents an opportunity for collaboration.…”

Section: Humanities In Medical Educationmentioning

confidence: 99%

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“A sorely neglected field”: A multisite study of self‐reported humanities exposure among emergency medicine residents

Balhara

Irvin

Zink

et al. 2022

AEM Education and Training

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BackgroundThe Association of American Medical Colleges has identified the humanities as fundamental to medical education across all specialties. Evidence from undergraduate medical education (UME) demonstrates the humanities' positive impacts on outcomes that could be relevant to patient care and trainee well‐being in emergency medicine (EM) residency training. However, less is known about the humanities' role in graduate medical education (GME).ObjectivesThe objectives were to describe EM residents' self‐reported exposure to the humanities and its relationship with their empathy, tolerance of ambiguity, and patient‐centeredness, and to assess their attitudes toward the humanities in GME.MethodsThis cross‐sectional survey‐based study was conducted at six U.S. EM residency programs in 2018–2019. Quantitative analyses included linear regressions testing for trends between humanities exposures and outcomes, adjusted for sex, year in training, and clustering within programs; adjunct analysis of free‐text responses was performed using an exploratory constructivist approach to identify themes about views on the humanities' role in medicine.ResultsResponse rate was 54.8% (153/279). A total of 65% of respondents were male and 28.1% of respondents had a preceding humanities degree. Preceding humanities degree and current self‐reported humanities exposure were positively associated with performance on empathy subscales (p = 0.02). Seventy‐five percent (n = 114) of respondents agreed humanities are important in GME; free‐text responses revealed perceived positive impacts of humanities on generating well‐rounded clinicians and enhancing patient care.ConclusionsEngagement with the humanities may be associated with empathy among EM residents. Although the magnitude of associations was smaller than that seen in UME, this study demonstrates resident interest in humanities and suggests that extracurricular engagement with the humanities may be insufficient to prolong positive impacts seen in UME. Further research is needed to explore how to sustain these benefits through integration or addition of the humanities in existing GME curricula.

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“…1,2,3 The partnership between faculty at Brown University (with which the first and second authors are affiliated) and the museum at the RISD (with which the third and fourth authors are affiliated), which dates back to 2011, has focused on using museum objects as complex bodies of information to provoke students to think about how they think. 4,5 For this discussion, we'll focus on how this art object pushes clinicians to interrogate their reactions and responsibilities to challenging patient stories.…”

Section: Untitledmentioning

confidence: 99%

What Cy Twombly's Art Can Teach Us About Patients' Stories

Baruch

Springs

Poterack

et al. 2020

AMA Journal of Ethics

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Some patients' stories can be hard to tell and hard to listen to, especially in pressured, time-pinched clinical environments. This difficulty, however, doesn't absolve clinicians from a duty to try to understand patients' stories, interpret their meanings, and respond with care. Such efforts require clinical creativity, full engagement, and the recognition that emotions and personal feelings leak into the space between storyteller and story listener. Art objects are complex bodies of information that can challenge clinicians and trainees to become more comfortable with messy narratives as well as with ethical and aesthetic ambiguity. By slowing down and observing art, trainees can reflect on how clinicians make sense of stories that contain information that appears random and lacks coherence-and, more importantly, how clinicians draw on these stories to respond to patients' needs.

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The Weight of Pain: What Does a 10 on the Pain Scale Mean? An Innovative Use of Art in Medical Education to Enhance Pain Management

Cited by 10 publications

References 11 publications

Art in Medical Education: A Review

Art in Medical Education: A Review

“A sorely neglected field”: A multisite study of self‐reported humanities exposure among emergency medicine residents

What Cy Twombly's Art Can Teach Us About Patients' Stories

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