Evidence map›Paper›PMID 37074677›Full record

ArticleMedical education online2023

Transformative experiences at art museums to support flourishing in medicine.

Sean Tackett, Lauren Eller, Samuel Scharff, Kamna S Balhara, Kaitlin M Stouffer, Melissa Suchanek, Sarah L Clever, Philip Yenawine, Suzy Wolffe, Margaret S Chisolm

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In one paragraph

Article in Medical education online, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
12citing papers in PubMed, 1 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

12 citing papers in PubMed, 1 synthesis or guideline pooled it.

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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

10 authors.

Sean TackettDivision of General Internal Medicine, Johns Hopkins Bayview Medical Center and Biostatistics, Epidemiology, and Data Management Core, Johns Hopkins University School of Medicine, Baltimore, MD, USA.
Lauren EllerJohns Hopkins University Bloomberg School of Public Health, Baltimore, MD, USA.
Samuel ScharffPsychiatry & Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, MD, USA.
Kamna S BalharaEmergency Medicine, Johns Hopkins University School of Medicine, Baltimore, MD, USA.
Kaitlin M StoufferJohns Hopkins University School of Medicine, Baltimore, MD, USA.
Melissa SuchanekClinical Research Associate, Department of Oncology, Albert Einstein College of Medicine, Bronx, NY, USA.
Sarah L CleverDepartment of Medicine and Assistant Dean for Student Affairs, Johns Hopkins University School of Medicine, Baltimore, MD, USA.
Philip YenawineWatershed Collaborative, Baltimore, MD, USA.
Suzy Wolffemanager of tour experience, Baltimore, MD, USA.
Margaret S ChisolmPsychiatry and Behavioral Sciences, and Medicine, Johns Hopkins University School of Medicine, Baltimore, MD, USA.ORCID 0000-0001-7424-919X

Funding

Medical Scientist Training ProgramT32GM136577 · NIGMS · JOHNS HOPKINS UNIVERSITY · PI ANDREA L COX · 2020 to 2026
$13.4M
NIGMS NIH HHS T32 GM136577
6 · The paper itself

Abstract

purposeWe implemented and evaluated a hybrid 4-week arts-based elective for clinical medical students to support flourishing. MATERIALS AND

methodsFive students participated in early 2022. Twelve sessions occurred in-person at art museums and other cultural centers, and five occurred online. Sessions incorporated varied arts-based learning activities, including Visual Thinking Strategies, a jazz seminar, and a mask-making workshop. We evaluated the course via weekly reflective essays, interviews 6 weeks after the course, and pre-post surveys that included four scales with clinical relevance: capacity for wonder (CfW), tolerance for ambiguity (TFA), interpersonal reactivity index, and openness to diversity.

resultsQualitatively, the course helped learners: 1) reconnect with individual characteristics and interests that had been neglected during medical education; 2) better appreciate others' perspectives; 3) develop identities as physicians; and 4) engage in quiet reflection, renewing their sense of purpose. Quantitatively, pre-post mean totals increased for the CfW (32.0 [SD 6.8] vs 44.0 [SD 5.7], p=.006) and TFA scales (16.4 [SD 5.2] vs 24.2 [SD 6.9], p=.033).

conclusionsThis elective facilitated learners' connecting with themselves, others, and their profession with improvement in clinically-relevant measures. This provides further evidence that arts-based education can foster professional identity formation and be transformative for students.

Indexed as

ArtEducation, MedicalStudents, MedicalCurriculumHumansLearningMuseumsarts and humanitiesflourishingProfessional identity formationvisual artwellness

Identifiers

PMID37074677
PMCPMC10120547

What OpenQuestion holds

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LicenceCC BY
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Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.