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Article: Art-mediated peer-to-peer learning of empathy

TitleArt-mediated peer-to-peer learning of empathy
Authors
Issue Date2014
PublisherBlackwell Publishing Ltd. The Journal's web site is located at http://www.theclinicalteacher.com/
Citation
The Clinical Teacher, 2014, v. 11 n. 5, p. 327-331 How to Cite?
AbstractBackground: Experiential art making in a clinical clerkship offers opportunities for students to gain self-awareness and enhance empathic understanding of patients. The student-created art can be further used as teaching material for other students. Context: The graduating medical school class of 2012 from Ajou University School of Medicine in South Korea was interested in learning about medical humanities initiatives at the Li Ka Shing Faculty of Medicine, University of Hong Kong (HKU) and partook in an educational visit in May 2012. Innovation: As part of the core Family Medicine curriculum, third year HKU medical students created poetry and art based on their experiences witnessing patient pain and suffering. Twenty of the artworks and accompanying reflective writing were chosen for an exhibition. The visiting students viewed the exhibit and created their own art based on their emotional response to one piece selected from the exhibit. Implications: The combination of viewing art made by their peers and creating art in response resulted in empathic understanding of patient pain and suffering and an appreciation of holistic care and the value of the doctor-patient relationship. Medical student-generated artwork has the potential to educate both students and professionals on humanistic aspects of medical care.
Persistent Identifierhttp://hdl.handle.net/10722/185972
ISSN
2015 SCImago Journal Rankings: 0.495

 

DC FieldValueLanguage
dc.contributor.authorPotash, JSen_US
dc.contributor.authorChen, JYen_US
dc.date.accessioned2013-08-20T11:48:53Z-
dc.date.available2013-08-20T11:48:53Z-
dc.date.issued2014-
dc.identifier.citationThe Clinical Teacher, 2014, v. 11 n. 5, p. 327-331en_US
dc.identifier.issn1743-4971-
dc.identifier.urihttp://hdl.handle.net/10722/185972-
dc.description.abstractBackground: Experiential art making in a clinical clerkship offers opportunities for students to gain self-awareness and enhance empathic understanding of patients. The student-created art can be further used as teaching material for other students. Context: The graduating medical school class of 2012 from Ajou University School of Medicine in South Korea was interested in learning about medical humanities initiatives at the Li Ka Shing Faculty of Medicine, University of Hong Kong (HKU) and partook in an educational visit in May 2012. Innovation: As part of the core Family Medicine curriculum, third year HKU medical students created poetry and art based on their experiences witnessing patient pain and suffering. Twenty of the artworks and accompanying reflective writing were chosen for an exhibition. The visiting students viewed the exhibit and created their own art based on their emotional response to one piece selected from the exhibit. Implications: The combination of viewing art made by their peers and creating art in response resulted in empathic understanding of patient pain and suffering and an appreciation of holistic care and the value of the doctor-patient relationship. Medical student-generated artwork has the potential to educate both students and professionals on humanistic aspects of medical care.-
dc.languageengen_US
dc.publisherBlackwell Publishing Ltd. The Journal's web site is located at http://www.theclinicalteacher.com/-
dc.relation.ispartofThe Clinical Teacheren_US
dc.rightsThe definitive version is available at www.blackwell-synergy.com-
dc.titleArt-mediated peer-to-peer learning of empathyen_US
dc.typeArticleen_US
dc.identifier.emailPotash, JS: jspotash@hku.hken_US
dc.identifier.emailChen, JY: chenjy@hku.hken_US
dc.identifier.authorityChen, JY=rp00526en_US
dc.identifier.doi10.1111/tct.12157-
dc.identifier.pmid25041662-
dc.identifier.scopuseid_2-s2.0-84904352266-
dc.identifier.hkuros220783en_US
dc.identifier.volume11-
dc.identifier.issue5-
dc.identifier.spage327-
dc.identifier.epage331-
dc.publisher.placeUnited Kingdom-

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