Sanat Temelli Özel Çalışma Modülü: Tıp Öğrencilerinin Görsel Düşünme ve İletişim Becerilerinin Geliştirilmesi

Abstract

Aim: Visual arts have been incorporated into medical education in different ways. The arts have been successfull in enhancing tolerance for ambiguity, fostering, empathy, and holistic views of medical students of all levels. Physical examination is a fundamental part of clinical diagnosis. A proper observation can provide critical information for the diagnostic evaluation and accuracy of treatment. The Special Study Module (SSM) is an educational method in which students are given the opportunity to study, research, and have experience in their own areas of interest. This training method places emphasis on changing students' attitudes towards self-learning techniques and other skills such as teamwork, problem solving, observation, communication, and presentation. In this study, we aimed to investigate the relationship between art and the skills to be a good physician, such as the development of observational skills in medical education. Methods: This is a survey-based prospective study. Second-year medical students enrolled in the "Medicine and Art History" Special Study Module (SSM), were included in the study. Demographic data was collected. Before and after the SSM period (24 weeks), students completed a survey on the impact of art on medical education. Groningen Reflection Ability Scale (GRAS) and Communication Skills Attitude Scale (CSAS) were administered. Data were analyzed using the statistical program SPSS v.22. Results: While the total GRAS score was 75 before the SSM, it increased to 79 after the SSM. The rate of students who completely agreed with the statement "I must have good communication skills to be a good doctor" was 50% before the SSM, and it increased to 80% after the SSM. Before the SSM, 80% of the students stated that they did not use art regularly to learn medical concepts, 20% stated that they were undecided. After the SSM, 60% of the students stated that they would use art regularly to learn medical concepts. Conclusions: In conclusion, the results of this innovative study are encouraging. All students considered art to be a valuable tool to learn medicine. Art-based medical education contributed significantly to students' communication skills, and observation skills when the pre- and post-module surveys were compared. Reflection ability and observational skills are essential in providing professional collaboration and working in a team. We believe that art can help medical students to become better clinical observers and improve personal and professional development as well as to be an empathetic person.