The Art of Observation, Conversation with Dr Heather Gaunt, The Cultural Precinct and the Institute of Advanced Studies at The University of Western Australia (original) (raw)
Related papers
2018
Eds., Irina D. Costache and Clare Kunny Collaboration and interdisciplinary practice in the museum are on the rise. Academics, Artists, and Museums examines twenty-first century partnerships between the museum and higher education sectors, with a focus on art museums and exhibits. The edited volume offers detailed analysis of how innovative curatorial relationships between museums and academia have sought to engage new, younger, audiences through the collaborative transformation of museums and exhibitions. Thematic topics explored include the forming and nature of interdisciplinary partnerships, the integration of museum learning into higher education, audience engagement, and digital technology. With a particular emphasis on practice in the US, the range of projects discussed includes those at both widely recognized and lesser known institutions, from The Met to the Tohono O’odham Nation Cultural Center in the US, to Ewha University Museum in South Korea, and Palazzo Strozzi in Italy. The role of art and the work of the artist are firmly positioned at the core of many of the relationships explored. Academics, Artists, and Museums advocates for the museum as an experimental ‘laboratory’ where academia, art and the museum profession can combine to engage new audiences. It is a useful resource for museum professionals, artists, scholars, and students interested in collaboration and innovative practice. Ch. 8. Megan Voeller, The Art of Attending Arts-Based Observation Training for Health Professions Students at the University of South Florida
The art of observation: impact of a family medicine and art museum partnership on student education
Family medicine, 2006
Compared to verbal communication, teaching the skill of observation is often shortchanged in medical education. Through a family medicine-art museum collaboration, we developed an elective course for second-year medical students titled the "Art of Observation" (AOO). To evaluate the course's effect on clinical skills, we performed a qualitative evaluation of former students during their clinical rotations. In the spring of 2005, all students who had completed the AOO course in 2003 or 2004 were invited to take part in an online evaluation consisting of eight journaling survey questions. Students were instructed to answer the survey questions with specific examples. Question areas included the most memorable experience, the course's influence on the doctor-patient relationship, usefulness during clinical years of medical school, and skills unique to AOO. The anonymous data were analyzed qualitatively, coding the responses to categories derived from the data, leading...
Art as Learning Tools for Medical Education
MEDICINA NEI SECOLI: JOURNAL OF HISTORY OF MEDICINE AND MEDICAL HUMANITIES, 2023
Art and Medical Education The literature has identified promising findings regarding the application of methodology using visual art to develop the cognitive skill of observation and description to enhance critical thinking among medical students. Colleges and Universities across the United States are applying different method and practice in medical education with positive results. The introduction of Medical Humanities (MH) also in Italy is stimulating the use of the humanistic approach and the Arts in the Medical Education sector for the formation of reflective thinking and the development of empathy. In this contribute we present the Italian experience and results about using art as learning tool in different space of medical education: in the medicine and nursing curriculum, in Family Medicine course, in Hospital and palliative care training.
Thriving in the Presence of Uncertainty: Bringing Medical Professionals into the Museum
Archaeological University Collections: Past Lessons and Future Goals, 2023
Traditionally, archaeological and modern art collections are utilized by students, faculty, and staff from anthropology, art, art history, classics, history, and museum studies to learn how to conduct collections research, design museum exhibits, draw, observe elements of visual and formal analysis, as well as host outreach events for nearby schools and the general public. However, for about the past fifteen years, medical professors and universities have debated the role of the humanities in medical school programs and argued for its integration because past research has shown that humanities-based courses and workshops create more observant and empathetic doctors. To survive in the medical profession a curiosity about the unknown and tolerance of uncertainty is essential given the frequent encounter with trauma, death, and chronic ill health. Healthcare today needs not just the scientific skills, but also reflective practice and human connectedness. In Fall 2021, the University at Buffalo Art Galleries began collaborating with the Jacobs School of Medicine and Biomedical Sciences to develop a therapeutic humanities workshop entitled ‘Thriving in the Presence of Uncertainty.’ Over the 2021-2022 academic year, 100 internal medicine and chief residents and 30 third- and fourth-year medical students learned to thrive when faced with uncertainty by engaging in four activities that combined hands-on crafts and, modern art and archaeological artifacts from the archaeological, ethnographical, and modern art collections at the Anderson Gallery. Following this workshop, the majority of doctors and students felt more comfortable with unknown situations, sensed a growing community amongst their peers, and experienced less stress than earlier in the day. This paper will present our interdisciplinary initiative for the first time to museum professionals and archaeologists, discuss its results, and argue for other universities and museums to reach beyond the traditional boundaries of our teaching collections.
Ethnomedicine Museums On-Call: How Cultural Heritage is Addressing Health Challenges
Insights of Anthropology, 2021
The internationalisation of diseases and cultural pluralism are increasingly characterising our societies. This contribution highlights the role of cultural values in the definition of health and the practice of caring. Today, an approach to health and wellbeing mediated by anthropology and the medical humanities more generally and supported by the expressions of material and immaterial culture is necessary to review our way of conceiving health and its promotion. In the syllabus of the Health Anthropology teaching provided in Nursing and Midwifery degree courses of the School of Medicine of the University of Genoa, an in-depth study on the care systems in different cultures was included through an experiential activity carried out at the Museum of Ethnomedicine of the University of Genoa (Italy). The Museum, unicum in the world, collects traditional medicines from the five continents. In order to foster critical thinking in health education, students were asked to explore the care systems of other cultures through artefacts, images, and videos in the Museum, in the form of cooperative and collaborative learning. This research aims at evaluating the interest in acquiring anthropological skills in the caring relationship by healthcare students and the didactic effectiveness of an experiential module involving cultural heritage integrated into the traditional teaching course of Health Anthropology. In the last three academic years before the COVID-19 pandemic, 1140 first-year students in Nursing, Paediatric Nursing and Midwifery were involved in this engaging and interactive teaching approach. The pilot study showed a very high level of student satisfaction and underlined the crucial role of heritage mediated by an intercultural approach. A museum experience integrated into a humanisation of care teaching can be an essential part of the educational toolkit for health professions degree courses. It encourages the development of crucial skills for professional life, such as reflection or critical thinking skills; it offers a more open and inclusive view of other cultures and practices of care; it stimulates continuous professional development and a constant search for excellence.
Experimenting with The Art of Observation
Journal of Museum Education, 2022
This case study of an art education program for medical students examines the efficacy of different types of content and modes of delivery. Through the delivery of art analysis, art history, sculpting, and life drawing seminars, art educators were able to teach empathy, observation, and flexible thinking to first-year medical students. This interdisciplinary approach to museum education can be used across many contexts to complement existing curricula.
Academic Medicine, 2011
Many medical schools have incorporated experiences with representational or figurative art into the curriculum in an effort to improve learners' powers of observation, visual diagnostic skills, and pattern recognition skills or to enhance communication skills, foster teamwork, and/or improve empathy. The Keck School of Medicine of the University of Southern California has partnered with Los Angeles' Museum of Contemporary Art to design an educational experience with the goal of honing students' abilities to observe, describe, and interpret complex information. The authors discovered that through a
The art of observation: a qualitative analysis of medical students’ experiences
BMC Medical Education
Background: Although the inclusion of arts in medical school curricula has garnered attention, little is known about the effect of arts-based interventions on the behaviors, attitudes, and technical skills of students. The Art of Observation is an optional elective at the University of Texas Southwestern Medical Center (UTSW) in collaboration with educators from the Dallas Museum of Art (DMA). We utilized a qualitative approach to describe in-depth how engaging with art influences the development of medical students' observation skills and empathy. Methods: We analyzed evaluations from 65 medical students who completed the course between 2015 and 2017. Evaluations contained open-ended questions that asked students to reflect upon their experiences and describe their perceptions, thoughts, and feelings after guided museum visits. We used grounded theory to generate a thematic codebook, then employed axial coding to discover thematic relationships. Results: We report three main findings and several subthemes: (1) Enhanced observation skills: by engaging with art and completing relevant activities, students developed the ability to synthesize a compelling narrative in addition to learning technical skills; (2) Improved physician socialization: students reported enhanced selfawareness, increased tolerance of ambiguity, and development of a humanistic view of medicine, key components of physician socialization; and (3) Reduction in burnout symptoms: students reported an enhanced sense of well-being after each session, which mitigates the process of burnout. Conclusions: Fine arts can be used to teach technical skills, stimulate personal reflection, and prevent burnout. A meaningful engagement with the arts can play an important role in developing physicians who are observant, empathetic, and more well-rounded.
Medical Education Online, 2010
is noted for offering, and in some instances requiring, its students to work creatively with medical themes. Students, artists, educationalists and a web designer have worked to create an on-line exhibition of the resulting creative output. This can be viewed at www.outofourheads.net. This site is a themed repository of poetry, prose, drawings, paintings, cartoons, films, music, dance and rap. Most works come with commentaries that can be as illuminating as the works they describe. The site invites comment and welcomes new postings from anyone connected to medicine. As an alternative to the conventional pedagogical report, and in keeping with the subject matter, in this paper we tell the story of this unique educational enterprise through the narratives of four of its principle architects. The 'Teacher's Tale', the 'Designer's Tale', the 'Curator's Tale' and the 'Artist's Tale' offer different, personal, tellings of how the site came to be. Each tale contains hypertext links to notable works on the site some of which have become teaching resources within the institution. This paper is of relevance to anyone who seeks to explore and champion the human insights of this privileged community.