Training the clinical eye and mind: using the arts to develop medical students' observational and pattern recognition skills
Identifieur interne : 000488 ( Main/Exploration ); précédent : 000487; suivant : 000489Training the clinical eye and mind: using the arts to develop medical students' observational and pattern recognition skills
Auteurs : Johanna Shapiro [États-Unis] ; Lloyd Rucker [États-Unis] ; Jill Beck [États-Unis]Source :
- Medical Education [ 0308-0110 ] ; 2006-03.
English descriptors
- KwdEn :
Abstract
Introduction Observation, including identification of key pieces of data, pattern recognition, and interpretation of significance and meaning, is a key element in medical decision making. Clinical observation is taught primarily through preceptor modelling during the all‐important clinical years. No single method exists for communicating these skills, and medical educators have periodically experimented with using arts‐based training to hone observational acuity. The purpose of this qualitative study was to better understand the similarities and differences between arts‐based and clinical teaching approaches to convey observation and pattern recognition skills.Method A total of 38 Year 3 students participated in either small group training with clinical photographs and paper cases (group 1), or small group training using art plus dance (group 2), both consisting of 3 2‐hour sessions over a 6‐month period.Findings Students in both conditions found value in the training they received and, by both self‐ and instructor‐report, appeared to hone observation skills and improve pattern recognition. The clinically based condition appeared to have been particularly successful in conveying pattern recognition concepts to students, probably because patterns presented in this condition had specific correspondence with actual clinical situations, whereas patterns in art could not be generalised so easily to patients. In the arts‐based conditions, students also developed skills in emotional recognition, cultivation of empathy, identification of story and narrative, and awareness of multiple perspectives.Conclusion The interventions studied were naturally complementary and, taken together, can bring greater texture to the process of teaching clinical medicine by helping us see a more complete ‘picture’ of the patient.
Url:
DOI: 10.1111/j.1365-2929.2006.02389.x
Affiliations:
Links toward previous steps (curation, corpus...)
Le document en format XML
<record><TEI wicri:istexFullTextTei="biblStruct"><teiHeader><fileDesc><titleStmt><title xml:lang="en">Training the clinical eye and mind: using the arts to develop medical students' observational and pattern recognition skills</title>
<author><name sortKey="Shapiro, Johanna" sort="Shapiro, Johanna" uniqKey="Shapiro J" first="Johanna" last="Shapiro">Johanna Shapiro</name>
</author>
<author><name sortKey="Rucker, Lloyd" sort="Rucker, Lloyd" uniqKey="Rucker L" first="Lloyd" last="Rucker">Lloyd Rucker</name>
</author>
<author><name sortKey="Beck, Jill" sort="Beck, Jill" uniqKey="Beck J" first="Jill" last="Beck">Jill Beck</name>
</author>
</titleStmt>
<publicationStmt><idno type="wicri:source">ISTEX</idno>
<idno type="RBID">ISTEX:3BE4036F9FFEC0EDF05704DCA7D91DB48E7FFCEB</idno>
<date when="2006" year="2006">2006</date>
<idno type="doi">10.1111/j.1365-2929.2006.02389.x</idno>
<idno type="url">https://api.istex.fr/document/3BE4036F9FFEC0EDF05704DCA7D91DB48E7FFCEB/fulltext/pdf</idno>
<idno type="wicri:Area/Main/Corpus">000269</idno>
<idno type="wicri:explorRef" wicri:stream="Main" wicri:step="Corpus" wicri:corpus="ISTEX">000269</idno>
<idno type="wicri:Area/Main/Curation">000269</idno>
<idno type="wicri:Area/Main/Exploration">000488</idno>
<idno type="wicri:explorRef" wicri:stream="Main" wicri:step="Exploration">000488</idno>
</publicationStmt>
<sourceDesc><biblStruct><analytic><title level="a" type="main" xml:lang="en">Training the clinical eye and mind: using the arts to develop medical students' observational and pattern recognition skills</title>
<author><name sortKey="Shapiro, Johanna" sort="Shapiro, Johanna" uniqKey="Shapiro J" first="Johanna" last="Shapiro">Johanna Shapiro</name>
<affiliation wicri:level="2"><country xml:lang="fr">États-Unis</country>
<wicri:regionArea>Department of Family Medicine, University of California Irvine, School of Medicine, Orange, California</wicri:regionArea>
<placeName><region type="state">Californie</region>
</placeName>
</affiliation>
</author>
<author><name sortKey="Rucker, Lloyd" sort="Rucker, Lloyd" uniqKey="Rucker L" first="Lloyd" last="Rucker">Lloyd Rucker</name>
<affiliation wicri:level="2"><country xml:lang="fr">États-Unis</country>
<wicri:regionArea>Departments of Medicine and Family Medicine, University of California Irvine, School of Medicine, Orange, California</wicri:regionArea>
<placeName><region type="state">Californie</region>
</placeName>
</affiliation>
</author>
<author><name sortKey="Beck, Jill" sort="Beck, Jill" uniqKey="Beck J" first="Jill" last="Beck">Jill Beck</name>
<affiliation wicri:level="2"><country xml:lang="fr">États-Unis</country>
<wicri:regionArea>President, Lawrence University, Appleton, Wisconsin</wicri:regionArea>
<placeName><region type="state">Wisconsin</region>
</placeName>
</affiliation>
</author>
</analytic>
<monogr></monogr>
<series><title level="j">Medical Education</title>
<idno type="ISSN">0308-0110</idno>
<idno type="eISSN">1365-2923</idno>
<imprint><publisher>Blackwell Publishing Ltd</publisher>
<pubPlace>Oxford, UK</pubPlace>
<date type="published" when="2006-03">2006-03</date>
<biblScope unit="vol">40</biblScope>
<biblScope unit="issue">3</biblScope>
<biblScope unit="page" from="263">263</biblScope>
<biblScope unit="page" to="268">268</biblScope>
</imprint>
<idno type="ISSN">0308-0110</idno>
</series>
<idno type="istex">3BE4036F9FFEC0EDF05704DCA7D91DB48E7FFCEB</idno>
<idno type="DOI">10.1111/j.1365-2929.2006.02389.x</idno>
<idno type="ArticleID">MEDU2389</idno>
</biblStruct>
</sourceDesc>
<seriesStmt><idno type="ISSN">0308-0110</idno>
</seriesStmt>
</fileDesc>
<profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>*art</term>
<term>clinical competence/*standards</term>
<term>education</term>
<term>humans</term>
<term>medical</term>
<term>medical/*psychology</term>
<term>pattern recognition</term>
<term>students</term>
<term>teaching/*methods</term>
<term>undergraduate/*methods</term>
<term>visual</term>
</keywords>
</textClass>
<langUsage><language ident="en">en</language>
</langUsage>
</profileDesc>
</teiHeader>
<front><div type="abstract" xml:lang="en">Introduction Observation, including identification of key pieces of data, pattern recognition, and interpretation of significance and meaning, is a key element in medical decision making. Clinical observation is taught primarily through preceptor modelling during the all‐important clinical years. No single method exists for communicating these skills, and medical educators have periodically experimented with using arts‐based training to hone observational acuity. The purpose of this qualitative study was to better understand the similarities and differences between arts‐based and clinical teaching approaches to convey observation and pattern recognition skills.Method A total of 38 Year 3 students participated in either small group training with clinical photographs and paper cases (group 1), or small group training using art plus dance (group 2), both consisting of 3 2‐hour sessions over a 6‐month period.Findings Students in both conditions found value in the training they received and, by both self‐ and instructor‐report, appeared to hone observation skills and improve pattern recognition. The clinically based condition appeared to have been particularly successful in conveying pattern recognition concepts to students, probably because patterns presented in this condition had specific correspondence with actual clinical situations, whereas patterns in art could not be generalised so easily to patients. In the arts‐based conditions, students also developed skills in emotional recognition, cultivation of empathy, identification of story and narrative, and awareness of multiple perspectives.Conclusion The interventions studied were naturally complementary and, taken together, can bring greater texture to the process of teaching clinical medicine by helping us see a more complete ‘picture’ of the patient.</div>
</front>
</TEI>
<affiliations><list><country><li>États-Unis</li>
</country>
<region><li>Californie</li>
<li>Wisconsin</li>
</region>
</list>
<tree><country name="États-Unis"><region name="Californie"><name sortKey="Shapiro, Johanna" sort="Shapiro, Johanna" uniqKey="Shapiro J" first="Johanna" last="Shapiro">Johanna Shapiro</name>
</region>
<name sortKey="Beck, Jill" sort="Beck, Jill" uniqKey="Beck J" first="Jill" last="Beck">Jill Beck</name>
<name sortKey="Rucker, Lloyd" sort="Rucker, Lloyd" uniqKey="Rucker L" first="Lloyd" last="Rucker">Lloyd Rucker</name>
</country>
</tree>
</affiliations>
</record>
Pour manipuler ce document sous Unix (Dilib)
EXPLOR_STEP=$WICRI_ROOT/Wicri/Wicri/explor/CircusV2/Data/Main/Exploration
HfdSelect -h $EXPLOR_STEP/biblio.hfd -nk 000488 | SxmlIndent | more
Ou
HfdSelect -h $EXPLOR_AREA/Data/Main/Exploration/biblio.hfd -nk 000488 | SxmlIndent | more
Pour mettre un lien sur cette page dans le réseau Wicri
{{Explor lien |wiki= Wicri/Wicri |area= CircusV2 |flux= Main |étape= Exploration |type= RBID |clé= ISTEX:3BE4036F9FFEC0EDF05704DCA7D91DB48E7FFCEB |texte= Training the clinical eye and mind: using the arts to develop medical students' observational and pattern recognition skills }}
This area was generated with Dilib version V0.6.31. |