Sanat Temelli Özel Çalışma Modülü: Tıp Öğrencilerinin Görsel Düşünme ve İletişim Becerilerinin Geliştirilmesi
Öz
Amaç: Görsel sanatlar, tıp eğitimine farklı şekillerde dahil edilmiştir. Sanat, her seviyedeki tıp öğrencisinin empati, belirsizliğe tolerans ve bütüncül görüşlerini geliştirmede başarılı olmuştur. Fizik
muayene klinik tanının temel bir parçasıdır. İyi bir gözlem, tanısal değerlendirme ve tedavinin doğruluğu için kritik bilgiler sağlayabilir. Özel Çalışma Modülü (ÖÇM), öğrencilere kendi ilgi alanlarında çalışma, araştırma ve deney yapma fırsatı verilen bir eğitim yöntemidir. Bu eğitim yöntemi, öğrencilerin kendi kendine öğrenme tekniklerine ve takım çalışması, problem çözme, gözlem, iletişim ve sunum gibi diğer becerilere yönelik tutumlarını değiştirmeye önem verir. Bu çalışmada, sanatın tıp eğitimi ile olan ilişkisini araştırmayı amaçladık.
Yöntem: Bu çalışma, ankete dayalı prospektif bir araştırmadır. Çalışmaya "Tıp ve Sanat Tarihi" ÖÇM' ne kayıtlı 2. sınıf tıp fakültesi öğrencileri dahil edildi. Demografik veri toplandı. Sanat ve tıp eğitimi arasındaki ilişkiyi incelemek için anket yapıldı. Groningen Yansıtma Becerisi Ölçeği (GRAS) ve İletişim Becerileri Tutum Ölçeği (CSAS) yapıldı. Veriler istatistiksel program SPSS v.22 kullanılarak analiz edildi.
Bulgular: GRAS toplam puanı ÖÇM öncesi 75 iken, ÖÇM sonrası 79' a yükseldi. "İyi bir doktor olmak için iyi bir iletişim becerisine sahip olmalıyım" önermesine tamamen katıldığını belirten öğrencilerin oranı ÖÇM öncesi %50 iken, ÖÇM sonrasında bu oran %80'e yükseldi. ÖÇM' den önce öğrencilerin %80' i tıbbi kavramları öğrenmek için sanatı düzenli olarak kullanmadığını,
%20' si kararsız olduğunu belirtti. SSM'den sonra öğrencilerin %60' ı tıbbi kavramları öğrenmek için sanatı düzenli olarak kullanacaklarını söyledi.
Sonuç: Gözlem becerisi, bir klinisyenin temel aracıdır ve uygulama yoluyla geliştirilebilir. İletişim becerisi tıp öğrencileri için önemli bir yeterliliktir. Bu yenilikçi çalışmamızın sonuçları cesaret vericidir. Tüm öğrenciler sanatı tıp öğrenmek için değerli bir araç olarak gördü. Özel çalışma modülü öncesi ve sonrası anketler karşılaştırıldığında, sanat temelli tıp eğitimi öğrencilerin iletişim becerilerine ve gözlem becerilerine önemli ölçüde katkıda bulunmuştur. Yansıtma yeteneği ve gözlem becerileri, profesyonel iş birliği sağlamada ve birtakım olarak çalışmada önemlidir. Sanatın, tıp öğrencilerinin daha iyi klinik gözlemciler olmalarına, kişisel ve profesyonel gelişimlerinin yanı sıra empati kurabilmelerine yardımcı olabileceğine inanıyoruz.
Anahtar Kelimeler
Tıp Eğitimi Sanat Temelli Özel Çalışma Modülü Görsel Öğrenme
Proje Numarası
-
Kaynakça
- 1. Cracolici V, Judd R, Golden D, Cipriani NA. Art as a learning tool: Medical student perspectives on implementing visual art into histology education. Cureus. 2019;11(7):e5207. doi: 10.7759/cureus.5207.
- 2. Bell LTO, Evans JRD. Art, Anatomy, and Medicine: Is there a place for art in medical education? Anatomical Sciences Education. 2014;7:370-378. doi: 10.1002/ase.1435.
- 3. Hinojosa-Azaola A, Alcocer-Varela J. Art and Rheumatology: The artist and the rheumatologist's perspective. Rheumatology. 2014;53(10):1725-1731. doi: 10.1093/rheumatology/ket459.
- 4. Agarwal GG, McNulty M, Santiago KM, Torrents H, Caban-Martinez AJ. Impact of Visual Thinking Strategies (VTS) on the analysis of clinical images: A Pre-Post Study of VTS in first-year medical students. Journal of Medical Humanities. 2020;41(4):561-572 doi: 10.1007/s10912-020-09652-4.
- 5. Ferrara V, De Santis S, Melchiori FM. Art for improving skills in medical education: The validation of a scale for measuring the Visual Thinking Strategies method. La Clinica Terapeutica. 2020;171(3):252-259. doi: 10.7417/CT.2020.2223.
- 6. Naghshineh S, Hafler JP, Miller AR, Blanco MA, Lipsitz SR, Dubroff RP, Khoshbin S, Katz JT. Formal art observation training improves medical students' visual diagnostic skills. Journal of General Internal Medicine. 2008;23(7):991-997. doi: 10.1007/s11606-008-0667-0.
- 7. Faustinella F. The power of observation in clinical medicine. International Journal of Medical Education. 2020;11:250-251. doi: 10.5116/ijme.5fb9.1c9b.
- 8. Lee A, Cronin S, Gibbon F. Visual Thinking Strategies for speech and language therapy students. All Ireland Journal of Higher Education. 2021;13(2):1-22.
- 9. Reilly JM, Ring J, Duke, L. Visual thinking strategies: A new role for art in medical education. Family Medicine. 2005;37(4):250-252.
- 10. Moorman M, Hensel D, Decker KA, Busby K. Learning outcomes with visual thinking strategies in nursing education. Nurse Education Today. 2017;51:127-129. doi: 10.1016/j.nedt.2016.08.020.
- 11. Poirier TI, Newman K, Ronald K. An exploratory study using visual thinking strategies to improve undergraduate students' observational skills. American Journal of Pharmaceutical Education. 2020;84(4):7600. doi: 10.5688/ajpe7600.
- 12. Kayataş A, Gül B, Yıldız E, Karabacak CA. An example of a special study module in Dokuz Eylul School of Medicine: The protective effects of lipoic acid via PI3k/akt signaling pathway against on cisplatin induced testicular injury. Turkish Journal of Biochemistry. 2018;43:19. doi: 10.1515/tjb-2018-43s434.
- 13. McCarthy N, O' Flynn S, Murphy J, Barry D, Canals ML. Evaluation of the educational impact of a special study module on maritime medicine for medical undergraduate students. International Maritime Health. 2013;64(4):195-201. doi: 10.5603/imh.2013.0004.
- 14. Jasani SK, Saks NS. Utilizing visual art to enhance the clinical observation skills of medical students. Medical Teacher. 2013;35(7):e1327-e1331. 15. Andersen NB, O' Neill L, Gormsen LK, Hvidberg L, Morcke AM. A validation study of the psychometric properties of the Groningen Reflection Ability Scale. BMC Medical Education. 2014;14:214. doi: 10.1186/1472-6920-14-214.
- 16. Aukes LC, Geertsma J, Cohen-Schotanus J, Zwierstra RP, Slaets JP. The development of a scale to measure personal reflection in medical practice and education. Medical Teacher. 2007;29(2-3):177-182. doi: 10.1080/01421590701299272.
- 17. Şenol Y, Daloğlu M, Taşdelen G, Demirören M. Groningen Refleksiyon Beceri Ölçeği: Ölçek uyarlama çalışması. Akdeniz Medical Journal. 2019;5(2):282-289. doi: 10.17954/amj.2019.1374
- 18. Rees C, Sheard C, Davies S. The development of a scale to measure medical students’ attitudes towards communication skills learning: The Communication Skills Attitude Scale (CSAS). Medical Education. 2002;36:141-147. doi: 10.1046/j.1365-2923.2002.01072.x.
- 19. Harlak H, Dereboy C, Gemalmaz A. Validation of a Turkish translation of the Communication Skills Attitude Scale with Turkish medical students. Educational for Health. 2008;21(1):55.
- 20. Friedlaender GE, Friedlaender LK. Art in science: Enhancing observational skills. Clinical Orthopaedics and Related Research. 2013;471(7):2065-2067. doi: 10.1007/s11999-013-3000-0.
- 21. Gowda D, Dubroff R, Willieme A, Swan-Sein A, Capello C. Art as sanctuary: A four-year mixed-methods evaluation of a visual art course addressing uncertainty through reflection. Academic Medicine. 2018;93:8-13. doi: 10.1097/ACM.0000000000002379.
- 22. Orr AR, Moghbeli N, Swain A, Bassett B, Niepold S, Rizzo A, DeLisser HM. The Fostering Resilience through Art in Medical Education (FRAME) workshop: A partnership with the Philadelphia Museum of Art. Advances in Medical Education and Practice. 2019;10:361-369. doi: 10.2147/AMEP.S194575.
- 23. Klugman CM, Peel J, Beckmann-Mendez D. Art rounds: Teaching interprofessional students visual thinking strategies at one school. Academic Medicine. 2011;86(10):1266-1271. doi: 10.1097/ACM.0b013e31822c1427.
- 24. Gurwin J, Revere KE, Niepold S, Bassett B, Mitchell R, Davidson S, De Lisser H, Binenbaum G. A randomized controlled study of art observation training to improve medical student ophthalmology skills. Ophthalmology. 2018;125(1):8-14. doi: 10.1016/j.ophtha.2017.06.031.
- 25. Harrison MB, Chiota-McCollum N. Education research: An arts-based curriculum for neurology residents. Neurology. 2019;92(8):879-883. doi: 10.1212/WNL.0000000000006961.
- 26. Yakhforoshha A, Shirazi M, Yousefzadeh N, Ghanbarnejad A, Cheraghi M, Mojtahedzadeh R, Mahmoodi-Bakhtiari B, Emami SAH. Psychometric properties of the communication skills attitude scale (CSAS) measure in a sample of Iranian medical students. Journal of Advances in Medical Education and Professionalism. 2018;6(1):14-21.
- 27. Emami SAH, Shirazi M, Yakhforoshha A. Effectiveness of integrating simulation with art-based teaching on attitudes of oncology fellows for learning communication skills: A pilot study. Journal of Cancer Education. 2021;36(1):33-38. doi: 10.1007/s13187-019-01594-3.
Art-Based Special Study Module: Improving Visual Thinking and Communication Skills of Medical Students
Öz
Aim: Visual arts have been incorporated into medical education in different ways. The arts have been successfull in enhancing tolerance for ambiguity, fostering, empathy, and holistic views of medical students of all levels. Physical examination is a fundamental part of clinical diagnosis. A proper observation can provide critical information for the diagnostic evaluation and accuracy of treatment. The Special Study Module (SSM) is an educational method in which students are given the opportunity to study, research, and have experience in their own areas of interest. This training method places emphasis on changing students' attitudes towards self-learning techniques and other skills such as teamwork, problem solving, observation, communication, and
presentation. In this study, we aimed to investigate the relationship between art and the skills to be a good physician, such as the development of observational skills in medical education.
Methods: This is a survey-based prospective study. Second-year medical students enrolled in the "Medicine and Art History" Special Study Module (SSM), were included in the study. Demographic data was collected. Before and after the SSM period (24 weeks), students completed a survey on the impact of art on medical education. Groningen Reflection Ability Scale (GRAS) and Communication Skills Attitude Scale (CSAS) were administered. Data were analyzed using the statistical program SPSS v.22.
Results: While the total GRAS score was 75 before the SSM, it increased to 79 after the SSM. The rate of students who completely agreed with the statement "I must have good communication skills to be a good doctor" was 50% before the SSM, and it increased to 80% after the SSM. Before the SSM, 80% of the students stated that they did not use art regularly to learn medical concepts, 20% stated that they were undecided. After the SSM, 60% of the students stated that they would use art regularly to learn medical concepts.
Conclusions: In conclusion, the results of this innovative study are encouraging. All students considered art to be a valuable tool to learn medicine. Art-based medical education contributed significantly to students' communication skills, and observation skills when the pre- and post-module surveys were compared. Reflection ability and observational skills are essential in providing professional collaboration and working in a team. We believe that art can help medical students to become better clinical observers and improve personal and professional development as well as to be an empathetic person.
Anahtar Kelimeler
Medical Education ArtBased Special Study Module Visual Learning
Destekleyen Kurum
This work was not financially supported by any organization.
Proje Numarası
-
Teşekkür
The authors thank to the students who have participated in this study.
Kaynakça
- 1. Cracolici V, Judd R, Golden D, Cipriani NA. Art as a learning tool: Medical student perspectives on implementing visual art into histology education. Cureus. 2019;11(7):e5207. doi: 10.7759/cureus.5207.
- 2. Bell LTO, Evans JRD. Art, Anatomy, and Medicine: Is there a place for art in medical education? Anatomical Sciences Education. 2014;7:370-378. doi: 10.1002/ase.1435.
- 3. Hinojosa-Azaola A, Alcocer-Varela J. Art and Rheumatology: The artist and the rheumatologist's perspective. Rheumatology. 2014;53(10):1725-1731. doi: 10.1093/rheumatology/ket459.
- 4. Agarwal GG, McNulty M, Santiago KM, Torrents H, Caban-Martinez AJ. Impact of Visual Thinking Strategies (VTS) on the analysis of clinical images: A Pre-Post Study of VTS in first-year medical students. Journal of Medical Humanities. 2020;41(4):561-572 doi: 10.1007/s10912-020-09652-4.
- 5. Ferrara V, De Santis S, Melchiori FM. Art for improving skills in medical education: The validation of a scale for measuring the Visual Thinking Strategies method. La Clinica Terapeutica. 2020;171(3):252-259. doi: 10.7417/CT.2020.2223.
- 6. Naghshineh S, Hafler JP, Miller AR, Blanco MA, Lipsitz SR, Dubroff RP, Khoshbin S, Katz JT. Formal art observation training improves medical students' visual diagnostic skills. Journal of General Internal Medicine. 2008;23(7):991-997. doi: 10.1007/s11606-008-0667-0.
- 7. Faustinella F. The power of observation in clinical medicine. International Journal of Medical Education. 2020;11:250-251. doi: 10.5116/ijme.5fb9.1c9b.
- 8. Lee A, Cronin S, Gibbon F. Visual Thinking Strategies for speech and language therapy students. All Ireland Journal of Higher Education. 2021;13(2):1-22.
- 9. Reilly JM, Ring J, Duke, L. Visual thinking strategies: A new role for art in medical education. Family Medicine. 2005;37(4):250-252.
- 10. Moorman M, Hensel D, Decker KA, Busby K. Learning outcomes with visual thinking strategies in nursing education. Nurse Education Today. 2017;51:127-129. doi: 10.1016/j.nedt.2016.08.020.
- 11. Poirier TI, Newman K, Ronald K. An exploratory study using visual thinking strategies to improve undergraduate students' observational skills. American Journal of Pharmaceutical Education. 2020;84(4):7600. doi: 10.5688/ajpe7600.
- 12. Kayataş A, Gül B, Yıldız E, Karabacak CA. An example of a special study module in Dokuz Eylul School of Medicine: The protective effects of lipoic acid via PI3k/akt signaling pathway against on cisplatin induced testicular injury. Turkish Journal of Biochemistry. 2018;43:19. doi: 10.1515/tjb-2018-43s434.
- 13. McCarthy N, O' Flynn S, Murphy J, Barry D, Canals ML. Evaluation of the educational impact of a special study module on maritime medicine for medical undergraduate students. International Maritime Health. 2013;64(4):195-201. doi: 10.5603/imh.2013.0004.
- 14. Jasani SK, Saks NS. Utilizing visual art to enhance the clinical observation skills of medical students. Medical Teacher. 2013;35(7):e1327-e1331. 15. Andersen NB, O' Neill L, Gormsen LK, Hvidberg L, Morcke AM. A validation study of the psychometric properties of the Groningen Reflection Ability Scale. BMC Medical Education. 2014;14:214. doi: 10.1186/1472-6920-14-214.
- 16. Aukes LC, Geertsma J, Cohen-Schotanus J, Zwierstra RP, Slaets JP. The development of a scale to measure personal reflection in medical practice and education. Medical Teacher. 2007;29(2-3):177-182. doi: 10.1080/01421590701299272.
- 17. Şenol Y, Daloğlu M, Taşdelen G, Demirören M. Groningen Refleksiyon Beceri Ölçeği: Ölçek uyarlama çalışması. Akdeniz Medical Journal. 2019;5(2):282-289. doi: 10.17954/amj.2019.1374
- 18. Rees C, Sheard C, Davies S. The development of a scale to measure medical students’ attitudes towards communication skills learning: The Communication Skills Attitude Scale (CSAS). Medical Education. 2002;36:141-147. doi: 10.1046/j.1365-2923.2002.01072.x.
- 19. Harlak H, Dereboy C, Gemalmaz A. Validation of a Turkish translation of the Communication Skills Attitude Scale with Turkish medical students. Educational for Health. 2008;21(1):55.
- 20. Friedlaender GE, Friedlaender LK. Art in science: Enhancing observational skills. Clinical Orthopaedics and Related Research. 2013;471(7):2065-2067. doi: 10.1007/s11999-013-3000-0.
- 21. Gowda D, Dubroff R, Willieme A, Swan-Sein A, Capello C. Art as sanctuary: A four-year mixed-methods evaluation of a visual art course addressing uncertainty through reflection. Academic Medicine. 2018;93:8-13. doi: 10.1097/ACM.0000000000002379.
- 22. Orr AR, Moghbeli N, Swain A, Bassett B, Niepold S, Rizzo A, DeLisser HM. The Fostering Resilience through Art in Medical Education (FRAME) workshop: A partnership with the Philadelphia Museum of Art. Advances in Medical Education and Practice. 2019;10:361-369. doi: 10.2147/AMEP.S194575.
- 23. Klugman CM, Peel J, Beckmann-Mendez D. Art rounds: Teaching interprofessional students visual thinking strategies at one school. Academic Medicine. 2011;86(10):1266-1271. doi: 10.1097/ACM.0b013e31822c1427.
- 24. Gurwin J, Revere KE, Niepold S, Bassett B, Mitchell R, Davidson S, De Lisser H, Binenbaum G. A randomized controlled study of art observation training to improve medical student ophthalmology skills. Ophthalmology. 2018;125(1):8-14. doi: 10.1016/j.ophtha.2017.06.031.
- 25. Harrison MB, Chiota-McCollum N. Education research: An arts-based curriculum for neurology residents. Neurology. 2019;92(8):879-883. doi: 10.1212/WNL.0000000000006961.
- 26. Yakhforoshha A, Shirazi M, Yousefzadeh N, Ghanbarnejad A, Cheraghi M, Mojtahedzadeh R, Mahmoodi-Bakhtiari B, Emami SAH. Psychometric properties of the communication skills attitude scale (CSAS) measure in a sample of Iranian medical students. Journal of Advances in Medical Education and Professionalism. 2018;6(1):14-21.
- 27. Emami SAH, Shirazi M, Yakhforoshha A. Effectiveness of integrating simulation with art-based teaching on attitudes of oncology fellows for learning communication skills: A pilot study. Journal of Cancer Education. 2021;36(1):33-38. doi: 10.1007/s13187-019-01594-3.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Sağlık Kurumları Yönetimi |
| Bölüm | Orjinal Araştırma |
| Yazarlar | |
| Proje Numarası | - |
| Yayımlanma Tarihi | 31 Ağustos 2023 |
| Gönderilme Tarihi | 10 Şubat 2023 |
| Yayımlandığı Sayı | Yıl 2023 Cilt: 22 Sayı: 67 |
