Abstract
Introduction. This study examines differences in students’ perceived value of three artmaking modalities (poetry, comics, masks) and whether the resulting creative projects offer similar or different insights into medical students’ professional identity formation. Methods. Mixed-methods design using a student survey, student narrative comments and qualitative analysis of students’ original work. Results. Poetry and comics stimulated insight, but masks were more enjoyable and stress-reducing. All three art modalities expressed tension between personal and professional identities. Discussion. Regardless of type of artmaking, students express concern about encroachments of training on personal identity but hoped that personal and professional selves could be integrated.
Highlights
This study examines differences in students’ perceived value of three artmaking modalities and whether the resulting creative projects offer similar or different insights into medical students’ professional identity formation
The primary questions asked in this paper focus on the perceived value of the three artmaking modalities and their role in professional identity formation
This study is one of the first to compare the effects and purposes of different arts-related modalities used in medical education
Summary
This study examines differences in students’ perceived value of three artmaking modalities (poetry, comics, masks) and whether the resulting creative projects offer similar or different insights into medical students’ professional identity formation. While the limited evaluation and assessment data available suggest that most of these endeavors are worthwhile according to criteria established by their proponents (Perry et al 2011; Chen and Forbes 2014; Denhardt et al 2016; Gowda et al 2019), the plethora of content and methods make it difficult to differentiate aspects of value among the various approaches Pursuing such issues, this study sought to determine a) whether there are differences in students’ perceived value of three artmaking modalities (poetry, comics, and masks); and b) whether the creative projects that result offer similar or different perspectives and insights into medical students’ professional identity formation and overall medical school experience
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