How can Artistic Paintings Broaden Medical Students’ Understanding of the Radiology Profession?

doi:10.1016/j.acra.2019.04.004

Academic Radiology

Volume 26, Issue 12, December 2019, Pages 1718-1725

https://doi.org/10.1016/j.acra.2019.04.004 Get rights and content

Rationale and Objectives

The purpose of this study is to explore how representational paintings of radiology encounters with patients may impact medical students' understanding and impression of both radiologists and the radiology profession.

Methods

Participants included third year medical students at a single institution rotating through a one-week radiology elective. Three works of art were analyzed using the validated Visual Thinking Strategies technique. Data collected included a postsession questionnaire and transcriptions of audio-recorded sessions. Data analysis involved both qualitative and quantitative methodology.

Results

Fifty students participated; all participants completed the postsession questionnaire and 10 participated in the audio recorded sessions. Total 82% found the experience “very enjoyable” and 86% agreed that the paintings positively affected their understanding of how radiologists provide care to patients; 96% would recommend this session to others. Exploring representational paintings of radiology encounters seemed to influence perception and understanding of radiology with students reporting “light bulb moments;” create a dissonance between the student experience and the experience depicted in the paintings; and address gaps in content specific knowledge.

Conclusion

The findings of this study suggest that analyzing paintings depicting radiology encounters with patients can challenge negative stereotypes that medical students have of the radiology profession and radiologists. This arts-based learning module employing a learning strategy such as Visual Thinking Strategies, should be considered by the radiology profession as a strategy to positively inform and educate trainees about the specialty.

Section snippets

INTRODUCTION

Radiology can be the crossroads of medicine, the place where medical specialties collaborate; where everyone is welcomed and respected; where engaging and enlightening conversations are had; and most importantly, where optimal patient care and management is determined (1, 2). Unfortunately, this is often not the perception of medical students who continue to believe the stereotype of the isolated radiologist working in a dark room (1, 3, 4, 5, 6).

What are the factors contributing to this

Method of Art Analysis

The arts-based teaching method chosen to facilitate discussion about the works of art is the validated pedagogical technique of VTS (20, 21). Central to this technique are three essential questions (1) What is going on in this picture? (2) What do you see that makes you say that? (3) What more can you find?

Data Collection

Institutional research ethics approval was obtained. Participants included third year medical students at a single institution rotating through a one-week radiology elective between September

RESULTS

Fifty consecutive third year medical students rotated through a one-week radiology elective during the study period, with all 50 students agreeing to participate. Of the 50, 10 consecutive students participated in the five audio-recorded sessions. Iterative analysis of the transcribed data showed repetition of codes suggesting the data was sufficient to represent the research population (23).

Quantitative: Total 82% found the experience “very enjoyable,” and no one found it unpleasant (Fig 2).

DISCUSSION

The results of this study suggest that analyzing representational paintings depicting radiology encounters with patients can challenge negative stereotypes that medical students’ have of the radiology profession and of radiologists. In particular, the stereotype most strongly challenged was that of the isolated radiologist working in a dark room. This finding is supported in the literature with studies showing the use of arts-based learning to question assumptions (16, 27). It is suggested that

CONCLUSIONS

The findings of this study suggest that analyzing paintings depicting radiology encounters with patients can challenge negative stereotypes that medical students have of the radiology profession and radiologists. This arts-based learning module employing a learning strategy such as VTS, should be considered by the radiology profession as a strategy to positively inform and educate trainees about the specialty.

Acknowledgments

We thank research assistant, Katherine Scowcroft for expertise in qualitative analysis, and program administrator, Avril D'Silva for coordinating the elective students. We also thank the participants for giving their time and sharing their experiences.

Source of Support

Department of Radiology, Faculty of Medicine, University of Ottawa.

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Cited by (10)

Beyond the Gray Scale: Using the Arts to Elevate our Work in Radiology
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Citation Excerpt :
Moreover, art can impact the perceptions of medical students regarding radiology in counteracting negative stereotypes and by highlighting how radiologists have direct patient care interactions. For instance, one intervention involving medical students analyzing representational paintings depicting radiologists in clinical care settings was shown to broaden students’ understanding of radiologists’ roles to beyond sitting in a dark room (10). Integration of the arts into our work can be an avenue for helping us appreciate the inherent beauty in the images we behold at the workstation (11).
Integration of Art Into Radiological Societies & Educational Conferences: Early Experiences of the 2021 ACR Art Task Force
2022, Current Problems in Diagnostic Radiology
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Art has been shown to increase observational and interpretive skills.8,9 Many medical schools have begun incorporating art observation to enhance visual diagnostic skills, develop a greater sensitivity to the human experience, and provide an outlet for emotional expression.10-12 Developing the ability to reflect on the story a painting depicts while simultaneously focusing on brush stroke detail is a skill acquired through trial.
Interest in incorporating art into radiology has been growing in recent years. Radiological societies have begun to acknowledge the benefits art can bring to our field. Given this growing interest, a task force was created in 2021 to carry out integration of the arts into the annual American College of Radiology (ACR) meeting. Experiences of this task force are described, including consideration of benefits of integrating art in radiology practice and education as well as strategies, outcomes, and future directions for melding arts with radiology.
Radiology Stereotypes, Application Barriers, and Hospital Integration: A Mixed-methods Study of Medical Student Perceptions of Radiology
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Prior studies have demonstrated that medical students are seeking additional information about the field of radiology, but their ability is handicapped by the lack of exposure in the current medical school education framework (7,8). Limited work has demonstrated that direct early exposure to radiology by practicing radiologists has a net positive impact on medical student perceptions of the field and can help to combat negative stereotypes (3,5,9). A comprehensive understanding of how medical student perceptions of radiology change based on exposure and education is currently lacking.
Limited exposure to radiology by medical students can perpetuate negative stereotypes and hamper recruitment efforts. The purpose of this study is to understand medical students’ perceptions of radiology and how they change based on medical education and exposure.
A single-institution mixed-methods study included four groups of medical students with different levels of radiology exposure. All participants completed a 16-item survey regarding demographics, opinions of radiology, and perception of radiology stereotypes. Ten focus groups were administered to probe perceptions of radiology. Focus groups were coded to identify specific themes in conjunction with the survey results.
Forty-nine participants were included. Forty-two percent of participants had positive opinions of radiology. Multiple radiology stereotypes were identified, and false stereotypes were diminished with increased radiology exposure. Opinions of the impact of artificial intelligence on radiology closely aligned with positive or negative views of the field overall. Multiple barriers to applying for a radiology residency position were identified including board scores and lack of mentorship. COVID-19 did not affect perceptions of radiology. There was broad agreement that students do not enter medical school with many preconceived notions of radiology, but that subsequent exposure was generally positive. Exposure both solidified and eliminated various stereotypes. Finally, there was general agreement that radiology is integral to the health system with broad exposure on all services.
Medical student perceptions of radiology are notably influenced by exposure and radiology programs should take active steps to engage in medical student education.
Integration of visual thinking strategies to undergraduate health assessment course: A mixed-method feasibility study
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After selecting pictures or photos to be used for students, instructors practiced discussions on the selected artworks. Operating VTS sessions was based on the formats used in published studies (Monahan et al., 2019; Poirier et al., 2020; Visscher et al., 2019). Students were instructed to focus on making close observations, verbalizing their observations and rationales, and actively listening to and holding discussions with their peers.
The COVID-19 pandemic has accelerated demands for a shift from traditional face-to-face learning to online learning. Visual Thinking Strategies (VTS) is an inquiry-based teaching method using various visual artworks to improve critical thinking and interpersonal skills. VTS has been studied in health professional education mostly in art gallery settings. Implementing VTS during online learning in nursing education has not yet been investigated.
This study evaluated the feasibility of incorporating VTS into an undergraduate nursing health assessment course and explored students' perceptions and experiences of VTS.
A single-group, posttest-only, concurrent mixed-methods design was used.
This study was conducted in an urban nursing college in Seoul, Korea.
A convenience sample of 60 second-year undergraduate nursing students enrolled in a health assessment course.
We integrated VTS into three skills lab sessions (assessment of older adults, skin assessment, and musculoskeletal system assessment) via on-site sessions or real-time online videoconferencing sessions. Through an online survey, we obtained sociodemographic information, previous VTS experience, measures of teaching orientation, perception of arts-based learning, and VTS evaluation. Additionally, participants were asked to comment on their VTS experiences through free-response questions.
Participants rated VTS as an interesting and easy-to-concentrate learning method compared with traditional classes during a COVID-19 pandemic. In participants' narratives, being able to learn diverse perspectives, expanding the scope of thoughts and observations, and sustainable learning were the most commonly positive experiences. A lack of familiarity and the open-ended nature of observations were reported as the most common challenges.
Applying VTS in undergraduate nursing education may help students develop critical thinking, communication, and collaboration skills. As an alternative to traditional teaching, implementing VTS via online may have potential to motivate students' engagement to active learning. Future randomized controlled trials are warranted to build evidence on the benefits of VTS.
Visual Thinking Strategies in medical education: a systematic review
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The Art of Medicine: Applying the Visual Thinking Strategy to Radiology
2023, Research Square

View all citing articles on Scopus

View full text

Medical Student EducationHow can Artistic Paintings Broaden Medical Students’ Understanding of the Radiology Profession?

Rationale and Objectives

Methods

Results

Conclusion

Section snippets

INTRODUCTION

Method of Art Analysis

Data Collection

RESULTS

DISCUSSION

CONCLUSIONS

Acknowledgments

Source of Support

Eur J Radiol

J Am Coll Radiol

Can Assoc Radiol J

Acad Radiol

Acad Radiol

Acad Radiol

Can Assoc Radiol J

Preclinical medical student training in radiology: the effect of early exposure

American J Roentgenol

Designing a comprehensive undergraduate medical education radiology curriculum using the 5C's of radiology education framework

Can Assoc Radiol J

The hidden curriculum

Am J Roentgenol

The hidden curriculum: what can we learn from third-year medical student narrative reflections?

Acad Med

A guiding framework to maximise the power of the arts in medical education: a systematic review and metasynthesis

Med Educ

Formal art observation training improves medical students’ visual diagnostic skills

J Gen Intern Med

Art rounds: teaching interprofessional students visual thinking strategies at one school

Acad Med

Medical Student Education
How can Artistic Paintings Broaden Medical Students’ Understanding of the Radiology Profession?