Visual Thinking Strategies a New Role for Art in Medical Education

Open Access Published online by De Gruyter October 23, 2021

The bear on of visual thinking in medical instruction

[Görsel düşünmenin tıp eğitimine etkisi]

Ayse Banu Demir , Zuhal Okuyan, Alexander Van Eck, Gokhan Mura, Emre Gonlugur, Tin can Karaca and Hakan Abacioglu

Abstract

Groundwork

Considering medical humanities, medicine and art are two areas that resemble each other at several features. Clinical diagnosis involves the observation, clarification and interpretation of information of which visual ones take an important one. The skills described are important skills in the field of visual arts, also. Underlying a practiced clinical practice; clinical test and observation skills constitute an important identify. Although in several studies, these skills are shown to be improved past analyzing visual fine art pieces, courses intended to amend visual thinking skills are not that much common in medical kinesthesia curriculums.

Materials and methods

In this article, we share our opinion about the use of visual thinking in medical pedagogy past providing preliminary reflection results of learners from the second yr of medical educational activity about the visual thinking course that nosotros have recently started to apply in Kinesthesia of Medicine in collaboration with Kinesthesia of Fine Arts in Izmir University of Economics in order to meliorate the observational skills of learners.

Results

Reflection results of the learners support the view that preparation art-viewing skill is helpful to meliorate observational and descriptive skills.

Conclusions

Increasing interdisciplinary programs on visual thinking in medical curriculums take the potential to overcome several professional evolution challenges in clinics.

Öz

Amaç

Tıbbi beşeri bilimler düşünüldüğünde, tıp ve sanat birçok yönden birbirine benzeyen iki alandır. Klinik tanı, görsel verilerin de önemli yer tuttuğu bilgilerin, gözlemlenmesi, tanımlanması ve yorumlanmasını içerir. Anlatılan beceriler görsel sanatlar alanında da önemli becerilerdir. İyi bir klinik uygulamanın temelinde; klinik muayene ve gözlem becerileri önemli yer tutmaktadır. Çeşitli çalışmalarda bu becerilerin görsel sanat eserleri analiz edilerek geliştirildiği gösterilse de, tıp fakültesi müfredatlarında görsel düşünme becerilerini geliştirmeye yönelik dersler o kadar yaygın değildir.

Gereç ve Yöntem

Bu yazıda, İzmir Ekonomi Üniversitesi'nde Güzel Sanatlar Fakültesi ile birlikte Tıp Fakültesi'ndeki öğrencilerin gözlem becerilerini geliştirmek amacıyla yeni uygulamaya başladığımız görsel düşünme dersi hakkında tıp fakültesi 2. sınıf öğrencilerinin refleksiyon sonuçlarını sunarak, tıp eğitiminde görsel düşünmenin kullanımına ilişkin görüşlerimizi paylaşıyoruz.

Bulgular

Öğrenicilerin refleksiyon sonuçları, sanat-izleme becerisi eğitiminin, gözlem ve betimleme becerilerini geliştirmeye yardımcı olduğu görüşünü desteklemektedir.

Sonuç

Tıp müfredatlarında görsel düşünme üzerine olan disiplinlerarası programların arttırılması, klinikteki çeşitli mesleki gelişim zorluklarının üstesinden gelme potansiyeline sahiptir.

Introduction

Ascertainment is an of import component of clinical diagnosis and reasoning [i]. Direction of data gathering and diagnosis are amongst the major clinical reasoning difficulties [2, 3], in which observational skills are used. Gathering visual information from the patient, recognition of patterns and interpretation of data together with patterns is required for a rigorous clinical decision making. Therefore, forth with disquisitional thinking, the utilize of visual thinking skills is also necessary during clinical reasoning.

When creative themes such every bit colour, line, symmetry, texture and design are considered, one tin say that several physical test elements such as vision, gait, cranial fretfulness and dermatology also focus on similar themes during visual diagnosis [4]. Several sources support the idea that the use of visual thinking strategies improves observational skills based on visuals during clinical exam [5], [half-dozen], [seven], [8], [9], [10].

Although courses which are intended to meliorate visual thinking skills in medical education are non that common, some medical schools use art-viewing in a clinical concept [5]. We have reviewed visual thinking courses in several medical schools (Table 1) and designed a unique visual thinking grade in collaboration with the Kinesthesia of Fine Arts, which we recently started to use in our medical curriculum as an elective course. Seventeen students from the second year of medical education took the form which lasted for sixteen weeks. The learners were trained for fine art viewing in the first one-half of the course and for observation of health-related photos/situations to use their art-viewing skills into clinical conditions that depend on visual ascertainment. The course was designed every bit interactive, students centered sessions during which students were trained in skills like art-viewing, empathy, advice and clinical areas such as dermatology, radiology and orthopedics where visual evaluation tin can exist helpful for concrete diagnosis. The clinical office of the course but concentrated on training for the visual recognition of the patterns in diverse clinical cases by using the art-viewing skills. Interdisciplinary nature of the lecture was critical for our educational strategy. Learners' reflections afterwards the course back up the potential of the employ of visual thinking strategies to improve observational skills and empathy.

Table 1:

Examples of visual thinking programs applied in several medical schools.

School name	Programme name
Perelman School of Medicine	Fine art, observation and empathy
Harvard Medical Schoolhouse	Training the eye: Improving the art of concrete diagnosis
University of Cincinnati	Art of the clinical meet
Icahn School of Medicine	The pulse of fine art
University of Buffalo	Learning to wait: An Artist's remedy to the Md's perspective
Academy of Washington	Visual thinking: How to observe in depth

Discussion

By engaging with art works, nosotros believe that learners outset to develop more than empathy and consider different opinions more mindfully since the training as well encourages critical thinking. Nosotros think that learning how to wait at an art-piece of work and sufficient observational exercise considering art pieces volition assist to improve the observational skills of learners in clinics. Our stance is supported by a recent randomized controlled study, which shows that fine art observation training for beginning year medical students tin meliorate ophthalmologic observation skills [8].

Although the number of learners who took our course is low, which is a weakness for a precise determination, preliminary reflection results of the learners support the view that preparation art-viewing is helpful to meliorate observational and descriptive skills (Table two). Nosotros also retrieve that incorporating humanity in medical didactics affects the empathy, awareness and sensitivity features of the learners towards clinical atmospheric condition, which is supported by several studies [4, vii]. There does not exist whatever contrary information in the literature most visual thinking strategies in concrete diagnosis. Although nosotros recall that visual thinking strategies are useful for the clinical controlling process through improving observational skills, more research studies are needed to assess the effectiveness of these lectures at clinical settings more precisely.

Table two:

Reflection results of the learners most the designed course. The statements are the common topics in reflections.

Statements	Number of learners who have reflected on statements		Total
	Supportive views	Reverse views
My observational skills improved.	xvi	one	17
My descriptive skills improved.	6		half-dozen
I Started to practise more empathy.	10		10
I Could make interconnections between fine art-viewing and physical diagnosis.	xvi		16
Visual thinking strategies are useful for my professional life.	16	1	17

Conclusions

In the literature, the use of visual thinking strategies during medical didactics seems to enhance several observational skills of learners and is helpful in performing clinical diagnosis. Reflections of the learners who took our course seems to be in line with this view. To our noesis, our designed form is amid the forerunners in Turkey and we think that increasing these interdisciplinary programs in medical curriculums have the potential to assist to overcome several professional development challenges.

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Corresponding author: Ayse Banu Demir, Faculty of Medicine, Izmir University of Economics, Sakarya Street No: 156, Izmir, 35330, Turkey, E-mail: banu.demir@ieu.edu.tr

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Received: 2019-05-03

Accustomed: 2021-03-29

Published Online: 2021-ten-23

© 2021 Ayse Banu Demir et al., published past De Gruyter, Berlin/Boston

This work is licensed under the Creative Commons Attribution 4.0 International License.

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