Twenty-first International Conference on New Directions in the Humanities

Abstract

Medical education in the United States (US) often promotes algorithmic learning in the pursuit of clinical efficiency. However, the shift to competency-based graduation metrics that include inter- and intra-personal skills requires educational programing that extends beyond the traditional biomedical approach. The purpose of this work is to analyze the impact of an art creation program for pre-clinical medical students at a single US institution. In this report, we first provide a brief narrative review of art creation programs at US medical schools. Next, we distinguish the Scopes Program from other curriculum offerings as a visual art creation program that integrates a student’s artistic interests with a patient’s longitudinal illness experiences. We conclude with a qualitative analysis of survey questionnaires and semi-structured interviews with past participants to identify key professional and personal competencies enhanced by the program. We demonstrate that art creation can be (1) a conduit for understanding human experience with disease, and (2) an educational intervention that promotes professional and personal development. Despite our small sample size, this report demonstrates that early visual art engagement encourages a more holistic understanding of disease and promotes multifaceted professional development.