Chapter 16 - The use of art to analyze learning practices in pharmacy and to inform assessment and intervention practices

Abstract

It has been argued in the literature that pharmacy is a unique integration of art and science. Many educators argue that the art portion of pharmacy may be overlooked, when it indeed should be considered, and this chapter considers this by drawing on the existence of multiple philosophies, theories, and belief systems. It describes the methodological process of using fine art (paintings) as a lens through which to view thematic data about a “scientific” concept, a method which appears to be unique in the literature. Using Bonnard’s art in analysis has provided an additional way of extending the analysis of participant’s assessment practices. There were a number of new insights gained from using this approach such as students’ conceptions of assessment and feedback, the perceived relevance, the impact of curriculum design, and a significant emotional element. The approach had some limitations with some comparisons being nuanced and subtle offering new insights, but others were a little contrived. By attending to the viewpoint that art brings and the affective dimension, it can be seen how assessment practices link to learning as pharmacy students.