彰基官網

A Team Approach to

Individualized Care

醫學人文教育研究

簡介與特色

A Program to Interest Medical Students in Changhua, Taiwan in the Incorporation

KT Yang, CC Lin, LY Chang (Education for Health; Dec 2011, 24(3))
http://www.educationforhealth.net/temp/EducHealth243563-8126715_223427.pdf


ABSTRACT

Introduction: Visual arts have been used to facilitate the teaching of the United States Accreditation Council for Graduate Medical Education (ACGME) competencies used in some countries. Some medical students may not appreciate the usefulness of incorporating arts in medical education. Therefore, arts programs that can interest medical students are necessary. We initiated and evaluated a visual arts program at the Changhua Christian Hospital in Changhua, Taiwan, with an aim to give the students a short review of visual arts and to interest them in the incorporation of arts in medicine.

Methods: A total of 110 students in clerkship or internship participated in a visual artsprogram with emphasis on medicine-related visual arts. Content analysis of the data from the notes made by the instructor from direct observation of students descriptions during discussions and the written feedback from students at the end of the program was used to evaluate the effect of the program. Anonymous questionnaires were also used for self-assessment of students.

Results: Qualitative analysis of the data revealed that the course was interesting to students. Themes emerged including its helpfulness to students in interpreting paintings, enhanced empathy, increased cultural awareness, enhanced observational skills, better team work, listening and communication skills and reduced stress. Ratings on the questionnaire showed similar results. Moreover, students had an increase in theirconfidence and desire to interpret paintings.

Conclusion: The structured visual arts program, with emphasis on medicine-related visual arts and other humanities subjects, was able to attract the attention of medical students. It might be helpful to improve the required skills of of ACGME competencies, but furtherstudies are needed to support these conclusions.

 

A study of the effect of a visual arts-based program on the scores of Jefferson scale for physician empathy

Kuang-Tao Yang and Jen-Hung Yang (BMC Medical Education; 2013, 14:142, 563) 
http://www.biomedcentral.com/content/pdf/1472-6920-13-142.pdf


ABSTRACT

Background: The effect of visual arts interventions on development of empathy has not been quantitatively investigated. A study was conducted on the effect of a visual arts-based program on the scores of the Jefferson Scale for Physician Empathy (JSPE).

Methods: A total of 110 clerks (n = 92) and first-year postgraduate residents (PGY1s) (n = 18) participating in the program were recruited into this study. The 4-hr program covered the subjects of learning to interpret paintings, interpreting paintings relating to medicine, illness and human suffering, the related-topics of humanitarianism and the other humanities fields and values and meaning. The JSPE was completed at the beginning (pretest) and the end (posttest) of the program.

Results: There was no significant difference between the pretest and posttest JSPE scores. The average of the scores for the pretest was lower in the subgroup of PGY1s than the subgroup of clerks (p = 0.0358). An increased but not significantly mean posttest JESPE score was noted for the subgroup of PGY1s. Neither the females nor the males had higher posttest JSPE scores than the pretest scores.

Conclusions: Although using a structured visual arts-based program as an intervention may be useful to enhance medical students’ empathy, our results failed to show a positive effect on the JSPE Scores for a group of clerks and PGY1s. This suggests that further experimental studies are needed if quantitative evaluation of the effectiveness of visual-arts based programs on empathy is to be investigated.