The prism model: advancing a theory of practice for arts and humanities in medical education
Introduction The arts and humanities have transformative potential for medical education. Realizing this potential requires an understanding of what arts and humanities teaching is and what it aims to do. A 2016 review of exclusively quantitative studies mapped three discursive positions (art as int...
Gespeichert in:
| Veröffentlicht in: | Perspectives on medical education 2021-08, Vol.10 (4), p.207-214 |
|---|---|
| Hauptverfasser: | , , , , , , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 214 |
|---|---|
| container_issue | 4 |
| container_start_page | 207 |
| container_title | Perspectives on medical education |
| container_volume | 10 |
| creator | Moniz, Tracy Golafshani, Maryam Gaspar, Carolyn M. Adams, Nancy E. Haidet, Paul Sukhera, Javeed Volpe, Rebecca L. de Boer, Claire Lingard, Lorelei |
| description | Introduction
The arts and humanities have transformative potential for medical education. Realizing this potential requires an understanding of what arts and humanities teaching is and what it aims to do. A 2016 review of exclusively quantitative studies mapped three discursive positions (art as intrinsic to, additive to or curative for medicine) and three epistemic functions (art for mastering skills, perspective taking, and personal growth and activism). A more inclusive sample might offer new insights into the position and function of arts and humanities teaching in medical education.
Methods
Informed by this 2016 framework, we conducted discursive and conceptual analyses of 769 citations from a database created in a recent scoping review. We also analyzed the 15 stakeholder interviews from this review for recurring themes. These three analyses were iteratively compared and combined to produce a model representing the complex relationship among discursive functions and learning domains.
Results
The literature largely positioned arts and humanities as additive to medicine and focused on the functions of mastering skills and perspective taking. Stakeholders emphasized the intrinsic value of arts and humanities and advocated their utility for social critique and change. We offer a refined theory of practice—the Prism Model of four functions (mastering skills, perspective taking, personal insight and social advocacy)—to support more strategic use of arts and humanities in medical education across all learning domains.
Discussion
The Prism Model encourages greater pedagogical flexibility and critical reflection in arts and humanities teaching, offering a foundation for achieving its transformative potential. |
| doi_str_mv | 10.1007/s40037-021-00661-0 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_pubme</sourceid><recordid>TN_cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_8368821</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>2561939967</sourcerecordid><originalsourceid>FETCH-LOGICAL-c458t-62c2418856b86b04de672fd6ce289187b7fcf86f961735a6b5063b1cd6b04bd3</originalsourceid><addsrcrecordid>eNp9kc9KHTEUxkOpVFFfoIsScNPN2JxkJsl0URCxtiB04V24kZBJMvdGZhJNZgTfxmfxyRq9evtHMIskcH7nO-fjQ-gjkEMgRHzJNSFMVIRCRQjn5X6HdigFWlEhLt5v_hy20X7OV6QcKURL5Qe0zVgLNZViB10uVg5fJ59HPEbrhq9Y21sdjA9LrB_up5WL6Q7HvjDaTN443MeEdZoy1sHi1Tzq4CfvMvYBj856owfs7Gz05GPYQ1u9HrLbf3530eL7yeL4R3X26_Tn8dFZZepGThWnhtYgZcM7yTtSW8cF7S03jsoWpOhEb3rJ-5aDYI3mXUM468DYR7izbBd9W8tez13ZwbgwJT2oYmvU6U5F7dW_leBXahlvlWRcSgpF4POzQIo3s8uTGn02bhh0cHHOijbQSoAGaEEP_kOv4pxCcacoF6QBIgR7k2o4tKxtuSgUXVMmxZyT6zcrA1GPKavzp5RVSVk9paxIafr0t9lNy0umBWBrIJdSWLr0Z_aLbH4t-xs5WLJv</addsrcrecordid><sourcetype>Open Access Repository</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2670510773</pqid></control><display><type>article</type><title>The prism model: advancing a theory of practice for arts and humanities in medical education</title><source>DOAJ Directory of Open Access Journals</source><source>Springer Nature OA Free Journals</source><source>EZB-FREE-00999 freely available EZB journals</source><source>PubMed Central</source><creator>Moniz, Tracy ; Golafshani, Maryam ; Gaspar, Carolyn M. ; Adams, Nancy E. ; Haidet, Paul ; Sukhera, Javeed ; Volpe, Rebecca L. ; de Boer, Claire ; Lingard, Lorelei</creator><creatorcontrib>Moniz, Tracy ; Golafshani, Maryam ; Gaspar, Carolyn M. ; Adams, Nancy E. ; Haidet, Paul ; Sukhera, Javeed ; Volpe, Rebecca L. ; de Boer, Claire ; Lingard, Lorelei</creatorcontrib><description>Introduction
The arts and humanities have transformative potential for medical education. Realizing this potential requires an understanding of what arts and humanities teaching is and what it aims to do. A 2016 review of exclusively quantitative studies mapped three discursive positions (art as intrinsic to, additive to or curative for medicine) and three epistemic functions (art for mastering skills, perspective taking, and personal growth and activism). A more inclusive sample might offer new insights into the position and function of arts and humanities teaching in medical education.
Methods
Informed by this 2016 framework, we conducted discursive and conceptual analyses of 769 citations from a database created in a recent scoping review. We also analyzed the 15 stakeholder interviews from this review for recurring themes. These three analyses were iteratively compared and combined to produce a model representing the complex relationship among discursive functions and learning domains.
Results
The literature largely positioned arts and humanities as additive to medicine and focused on the functions of mastering skills and perspective taking. Stakeholders emphasized the intrinsic value of arts and humanities and advocated their utility for social critique and change. We offer a refined theory of practice—the Prism Model of four functions (mastering skills, perspective taking, personal insight and social advocacy)—to support more strategic use of arts and humanities in medical education across all learning domains.
Discussion
The Prism Model encourages greater pedagogical flexibility and critical reflection in arts and humanities teaching, offering a foundation for achieving its transformative potential.</description><identifier>ISSN: 2212-2761</identifier><identifier>ISSN: 2212-277X</identifier><identifier>EISSN: 2212-277X</identifier><identifier>DOI: 10.1007/s40037-021-00661-0</identifier><identifier>PMID: 33914287</identifier><language>eng</language><publisher>Houten: Bohn Stafleu van Loghum</publisher><subject>Datasets ; Dentistry ; Discourse analysis ; Education ; Epistemology ; Humanities ; Medical Education ; Medical schools ; Medicine ; Original ; Original Article ; Personal development ; Perspective Taking ; Teaching ; Teaching Methods</subject><ispartof>Perspectives on medical education, 2021-08, Vol.10 (4), p.207-214</ispartof><rights>The Author(s) 2021. corrected publication 2021</rights><rights>The Author(s) 2021. corrected publication 2021. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><rights>The Author(s) 2021, corrected publication 2021</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c458t-62c2418856b86b04de672fd6ce289187b7fcf86f961735a6b5063b1cd6b04bd3</citedby><cites>FETCH-LOGICAL-c458t-62c2418856b86b04de672fd6ce289187b7fcf86f961735a6b5063b1cd6b04bd3</cites><orcidid>0000-0001-8146-4947 ; 0000-0003-0412-5495 ; 0000-0003-0534-6716 ; 0000-0002-5078-4611 ; 0000-0003-3406-9498</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC8368821/pdf/$$EPDF$$P50$$Gpubmedcentral$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC8368821/$$EHTML$$P50$$Gpubmedcentral$$Hfree_for_read</linktohtml><link.rule.ids>230,314,727,780,784,864,885,27924,27925,41120,42189,51576,53791,53793</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/33914287$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Moniz, Tracy</creatorcontrib><creatorcontrib>Golafshani, Maryam</creatorcontrib><creatorcontrib>Gaspar, Carolyn M.</creatorcontrib><creatorcontrib>Adams, Nancy E.</creatorcontrib><creatorcontrib>Haidet, Paul</creatorcontrib><creatorcontrib>Sukhera, Javeed</creatorcontrib><creatorcontrib>Volpe, Rebecca L.</creatorcontrib><creatorcontrib>de Boer, Claire</creatorcontrib><creatorcontrib>Lingard, Lorelei</creatorcontrib><title>The prism model: advancing a theory of practice for arts and humanities in medical education</title><title>Perspectives on medical education</title><addtitle>Perspect Med Educ</addtitle><addtitle>Perspect Med Educ</addtitle><description>Introduction
The arts and humanities have transformative potential for medical education. Realizing this potential requires an understanding of what arts and humanities teaching is and what it aims to do. A 2016 review of exclusively quantitative studies mapped three discursive positions (art as intrinsic to, additive to or curative for medicine) and three epistemic functions (art for mastering skills, perspective taking, and personal growth and activism). A more inclusive sample might offer new insights into the position and function of arts and humanities teaching in medical education.
Methods
Informed by this 2016 framework, we conducted discursive and conceptual analyses of 769 citations from a database created in a recent scoping review. We also analyzed the 15 stakeholder interviews from this review for recurring themes. These three analyses were iteratively compared and combined to produce a model representing the complex relationship among discursive functions and learning domains.
Results
The literature largely positioned arts and humanities as additive to medicine and focused on the functions of mastering skills and perspective taking. Stakeholders emphasized the intrinsic value of arts and humanities and advocated their utility for social critique and change. We offer a refined theory of practice—the Prism Model of four functions (mastering skills, perspective taking, personal insight and social advocacy)—to support more strategic use of arts and humanities in medical education across all learning domains.
Discussion
The Prism Model encourages greater pedagogical flexibility and critical reflection in arts and humanities teaching, offering a foundation for achieving its transformative potential.</description><subject>Datasets</subject><subject>Dentistry</subject><subject>Discourse analysis</subject><subject>Education</subject><subject>Epistemology</subject><subject>Humanities</subject><subject>Medical Education</subject><subject>Medical schools</subject><subject>Medicine</subject><subject>Original</subject><subject>Original Article</subject><subject>Personal development</subject><subject>Perspective Taking</subject><subject>Teaching</subject><subject>Teaching Methods</subject><issn>2212-2761</issn><issn>2212-277X</issn><issn>2212-277X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><sourceid>C6C</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><recordid>eNp9kc9KHTEUxkOpVFFfoIsScNPN2JxkJsl0URCxtiB04V24kZBJMvdGZhJNZgTfxmfxyRq9evtHMIskcH7nO-fjQ-gjkEMgRHzJNSFMVIRCRQjn5X6HdigFWlEhLt5v_hy20X7OV6QcKURL5Qe0zVgLNZViB10uVg5fJ59HPEbrhq9Y21sdjA9LrB_up5WL6Q7HvjDaTN443MeEdZoy1sHi1Tzq4CfvMvYBj856owfs7Gz05GPYQ1u9HrLbf3530eL7yeL4R3X26_Tn8dFZZepGThWnhtYgZcM7yTtSW8cF7S03jsoWpOhEb3rJ-5aDYI3mXUM468DYR7izbBd9W8tez13ZwbgwJT2oYmvU6U5F7dW_leBXahlvlWRcSgpF4POzQIo3s8uTGn02bhh0cHHOijbQSoAGaEEP_kOv4pxCcacoF6QBIgR7k2o4tKxtuSgUXVMmxZyT6zcrA1GPKavzp5RVSVk9paxIafr0t9lNy0umBWBrIJdSWLr0Z_aLbH4t-xs5WLJv</recordid><startdate>20210801</startdate><enddate>20210801</enddate><creator>Moniz, Tracy</creator><creator>Golafshani, Maryam</creator><creator>Gaspar, Carolyn M.</creator><creator>Adams, Nancy E.</creator><creator>Haidet, Paul</creator><creator>Sukhera, Javeed</creator><creator>Volpe, Rebecca L.</creator><creator>de Boer, Claire</creator><creator>Lingard, Lorelei</creator><general>Bohn Stafleu van Loghum</general><general>Ubiquity Press</general><scope>C6C</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>K9.</scope><scope>NAPCQ</scope><scope>0-V</scope><scope>3V.</scope><scope>7RV</scope><scope>7X7</scope><scope>7XB</scope><scope>88B</scope><scope>8AO</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AN0</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>KB0</scope><scope>M0P</scope><scope>M0S</scope><scope>PIMPY</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope><scope>7X8</scope><scope>5PM</scope><orcidid>https://orcid.org/0000-0001-8146-4947</orcidid><orcidid>https://orcid.org/0000-0003-0412-5495</orcidid><orcidid>https://orcid.org/0000-0003-0534-6716</orcidid><orcidid>https://orcid.org/0000-0002-5078-4611</orcidid><orcidid>https://orcid.org/0000-0003-3406-9498</orcidid></search><sort><creationdate>20210801</creationdate><title>The prism model: advancing a theory of practice for arts and humanities in medical education</title><author>Moniz, Tracy ; Golafshani, Maryam ; Gaspar, Carolyn M. ; Adams, Nancy E. ; Haidet, Paul ; Sukhera, Javeed ; Volpe, Rebecca L. ; de Boer, Claire ; Lingard, Lorelei</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c458t-62c2418856b86b04de672fd6ce289187b7fcf86f961735a6b5063b1cd6b04bd3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2021</creationdate><topic>Datasets</topic><topic>Dentistry</topic><topic>Discourse analysis</topic><topic>Education</topic><topic>Epistemology</topic><topic>Humanities</topic><topic>Medical Education</topic><topic>Medical schools</topic><topic>Medicine</topic><topic>Original</topic><topic>Original Article</topic><topic>Personal development</topic><topic>Perspective Taking</topic><topic>Teaching</topic><topic>Teaching Methods</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Moniz, Tracy</creatorcontrib><creatorcontrib>Golafshani, Maryam</creatorcontrib><creatorcontrib>Gaspar, Carolyn M.</creatorcontrib><creatorcontrib>Adams, Nancy E.</creatorcontrib><creatorcontrib>Haidet, Paul</creatorcontrib><creatorcontrib>Sukhera, Javeed</creatorcontrib><creatorcontrib>Volpe, Rebecca L.</creatorcontrib><creatorcontrib>de Boer, Claire</creatorcontrib><creatorcontrib>Lingard, Lorelei</creatorcontrib><collection>Springer Nature OA Free Journals</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Premium</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Nursing & Allied Health Database</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>ProQuest Pharma Collection</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>British Nursing Database</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Nursing & Allied Health Database (Alumni Edition)</collection><collection>Education Database</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>Publicly Available Content Database</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest Central Basic</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>Perspectives on medical education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Moniz, Tracy</au><au>Golafshani, Maryam</au><au>Gaspar, Carolyn M.</au><au>Adams, Nancy E.</au><au>Haidet, Paul</au><au>Sukhera, Javeed</au><au>Volpe, Rebecca L.</au><au>de Boer, Claire</au><au>Lingard, Lorelei</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>The prism model: advancing a theory of practice for arts and humanities in medical education</atitle><jtitle>Perspectives on medical education</jtitle><stitle>Perspect Med Educ</stitle><addtitle>Perspect Med Educ</addtitle><date>2021-08-01</date><risdate>2021</risdate><volume>10</volume><issue>4</issue><spage>207</spage><epage>214</epage><pages>207-214</pages><issn>2212-2761</issn><issn>2212-277X</issn><eissn>2212-277X</eissn><abstract>Introduction
The arts and humanities have transformative potential for medical education. Realizing this potential requires an understanding of what arts and humanities teaching is and what it aims to do. A 2016 review of exclusively quantitative studies mapped three discursive positions (art as intrinsic to, additive to or curative for medicine) and three epistemic functions (art for mastering skills, perspective taking, and personal growth and activism). A more inclusive sample might offer new insights into the position and function of arts and humanities teaching in medical education.
Methods
Informed by this 2016 framework, we conducted discursive and conceptual analyses of 769 citations from a database created in a recent scoping review. We also analyzed the 15 stakeholder interviews from this review for recurring themes. These three analyses were iteratively compared and combined to produce a model representing the complex relationship among discursive functions and learning domains.
Results
The literature largely positioned arts and humanities as additive to medicine and focused on the functions of mastering skills and perspective taking. Stakeholders emphasized the intrinsic value of arts and humanities and advocated their utility for social critique and change. We offer a refined theory of practice—the Prism Model of four functions (mastering skills, perspective taking, personal insight and social advocacy)—to support more strategic use of arts and humanities in medical education across all learning domains.
Discussion
The Prism Model encourages greater pedagogical flexibility and critical reflection in arts and humanities teaching, offering a foundation for achieving its transformative potential.</abstract><cop>Houten</cop><pub>Bohn Stafleu van Loghum</pub><pmid>33914287</pmid><doi>10.1007/s40037-021-00661-0</doi><tpages>8</tpages><orcidid>https://orcid.org/0000-0001-8146-4947</orcidid><orcidid>https://orcid.org/0000-0003-0412-5495</orcidid><orcidid>https://orcid.org/0000-0003-0534-6716</orcidid><orcidid>https://orcid.org/0000-0002-5078-4611</orcidid><orcidid>https://orcid.org/0000-0003-3406-9498</orcidid><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 2212-2761 |
| ispartof | Perspectives on medical education, 2021-08, Vol.10 (4), p.207-214 |
| issn | 2212-2761 2212-277X 2212-277X |
| language | eng |
| recordid | cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_8368821 |
| source | DOAJ Directory of Open Access Journals; Springer Nature OA Free Journals; EZB-FREE-00999 freely available EZB journals; PubMed Central |
| subjects | Datasets Dentistry Discourse analysis Education Epistemology Humanities Medical Education Medical schools Medicine Original Original Article Personal development Perspective Taking Teaching Teaching Methods |
| title | The prism model: advancing a theory of practice for arts and humanities in medical education |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2024-12-21T16%3A08%3A52IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_pubme&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=The%20prism%20model:%20advancing%20a%C2%A0theory%20of%20practice%20for%20arts%20and%20humanities%20in%20medical%20education&rft.jtitle=Perspectives%20on%20medical%20education&rft.au=Moniz,%20Tracy&rft.date=2021-08-01&rft.volume=10&rft.issue=4&rft.spage=207&rft.epage=214&rft.pages=207-214&rft.issn=2212-2761&rft.eissn=2212-277X&rft_id=info:doi/10.1007/s40037-021-00661-0&rft_dat=%3Cproquest_pubme%3E2561939967%3C/proquest_pubme%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2670510773&rft_id=info:pmid/33914287&rfr_iscdi=true |