Drawn Together: a Curriculum for Art as a Tool in Training
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EDUCATIONAL CASE REPORT
Drawn Together: a Curriculum for Art as a Tool in Training Stephanie M. Davidson 1 & Nicole M. Benson 2 & Scott R. Beach 3 Received: 29 May 2020 / Accepted: 15 October 2020 # Academic Psychiatry 2020
Historically, the arts and humanities were closely intertwined with medical practice, diverging over the last century as medicine viewed the humanities discordant with evidence-based medicine. The importance of the arts and humanities in medicine has recently been rediscovered and gained momentum, with increased integration of the arts into training curricula [1]. Recognition of the ways art can facilitate medical trainee learning is evident in the Association of American Medical Colleges’ initiative to integrate arts and humanities throughout medical education [2, 3]. The Accreditation Council for Graduate Medical Education delineates milestones for psychiatric residency training for which art education tools could be beneficial. Art education has the potential to help trainees learn the value of the clinician’s emotional response in the psychiatric evaluation (PCI), assist in self-reflection to allow for management of emotional content from difficult therapy sessions (PC4), and promote curiosity and openness to different points of view (PROF1) [4]. This article discusses simple methods of integrating the arts into psychiatric residency education, in order to facilitate reflection and provide tools for potential applications to patient care. Adoption of arts and humanities programs into medical education has demonstrated improvement in students’ clinical observation and diagnostic skills as well as interpersonal and communication abilities [2]. Furthermore, the use of art-based education tools provides a unique frame to engage learners through a focus on self-discovery and tolerating the discomfort of unfamiliar topics in a safe space [2, 5, 6]. Art-based tools have been shown to foster resiliency and mitigate burnout [7, 8]. In certain studied patient populations, using these tools has resulted in improved quality of life [9].
* Stephanie M. Davidson [email protected] 1
Children’s Hospital of Philadelphia, Philadelphia, PA, USA
2
McLean Hospital, Belmont, MA, USA
3
Massachusetts General Hospital, Boston, MA, USA
As such, art-based education tools have an increasing role in psychiatric residency training. Having more specific knowledge and hands-on experience of these activities may strengthen trainees’ ability to engage with patients, express curiosity, and support patients in different ways [3]. Psychiatry residencies have initiated book clubs and psychiatry in cinema events, encouraged mentored writing about artwork, and used popular television shows to teach residents [10–12]. These activities provide a forum for peer support, togetherness, and collaboration, as well as possible benefits from engaging in these art-based activities while learning about them. Further, with the current physical distancing guidelines due to the coronavirus disease 2019 (COVID-19) pandemic, art-
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