Neha Mukunda|Nazanin Moghbeli|Adam Rizzo|Suzannah Niepold|Barbara Bassett|Horace M. DeLisser
Visual art instruction in medical education: a narrative review
University of Pennsylvania|University of Pennsylvania|Philadelphia Museum of Art|Philadelphia Museum of Art|Philadelphia Museum of Art|University of Pennsylvania
humanities increasingly incorporated medical school curricula order promote clinical skills professional formation understand current use reviewed literature visual arts training medical education including relevant qualitative quantitative data common themes emerged review included focus preclinical students instruction promoting observation diagnostic skills empathy team building communication skills resilience cultural sensitivity successful partnerships involved local art museums sessions led primarily art educators employing validated pedagogy visual thinking strategies artful thinking evidence structured visual arts curricula facilitate development clinical observational skills although studies limited singleinstitution reports short term involved small numbers students often lacked controls paucity rigorous published data demonstrating medial student art education training promotes empathy team building communication skills wellness resilience cultural sensitivity given concerns recommendations offered fostering robust evidencebased approaches using visual arts instruction training medical students