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For a more in-depth look at the beginning steps for developing and integrating arts and humanities curricula, read The Fundamental Role of the Arts and Humanities in Medical Education. Find tips about how to start planning activities for learners in the Getting Started Guide Part 2: Nuts and Bolts of Integrating Arts and Humanities into Medical Education.
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We want to hear from you! Have you used the Getting Started Guide or other FRAHME resources? We'd love to hear how you implemented any activity ideas you found here, any suggestions for improving the Guide, or any additional resources we should consider adding. Please email us fra...@aamc.org.
The Infectious Disease Reading Guide from Bellevue Literary Review highlights stories of those who have been impacted by infectious disease and offers discussion questions to help learners explore fundamental questions raised by illnesses that are communicable.
The video Art and observation: improving patient care through medical humanities from the University of Rochester offers a three minute overview of medical learners being taught observation skills in a museum setting using the Five Question Protocol.
Many medical schools have incorporated drawing into their curricula to aid learners studying anatomy. Life drawing for medical students: artistic, anatomical and wellbeing benefits by James et al. describes a 10-week elective course in life drawing where both anatomical and artistic concepts were taught.
Cutting deep: the transformative power of art in the anatomy lab by Grogan and Ferguson describes a course that aims to use drawing to enhance visual perception and three-dimensional understanding of the body's interior.
This video shows how Rush University Medical College invites medical illustrators to anatomy lab so that the atmosphere becomes more active than passive; learners can see firsthand how artists transform a three-dimensional body into a two-dimensional drawing.
Physicians are expected to demonstrate interpersonal and communication skills that result in the effective exchange of information and collaboration with patients, their families, and health professionals.
The Indian classical dance performance Resilience is a story of a patient and spouse who receive a cancer diagnosis. Creators Bharadwaj and Nagda offer two lesson plans (PDF) to help medical students examine the non-verbal communication and body language of the caregiver, patient and doctor.
Interprofessional improv: using theater techniques to teach health professions students empathy in teams by Zelenski describes a 15-hour course at the University of Wisconsin-Madison that employs improv techniques to teach empathy. Students described the impact that these techniques had on their patient care interactions.
In the article Medical improv: a novel approach to teaching communication and professionalism skills, authors Watson and Fu offer descriptions of activities they engage in with medical learners and a video featuring the authors working with trainees.
In the article Applying art observation skills to standardized patients by Monahan et al., authors describe an interprofessional curriculum where medicine, nursing and psychology students learned visual arts observation skills that enhanced their collaboration, communication, and observational skills in standardized patient encounters.
The Disability Reading Guide from Bellevue Literary Review features poetry, fiction, and non-fiction, as well as discussion questions, to help learners explore the concept of living with disabilities and interacting with those affected by disabilities.
The film States of Grace follows the transformation of a revered physician and her family in the wake of a life-changing accident. Learners can observe how different clinicians gather information from the patient and her family members and see how medical guidance plays out when the patient is faced with ongoing challenges. The accompanying discussion guide can help groups of learners focus on interactions between patients and providers throughout the film.
The four-part MTV documentary series 16 and Recovering follows the lives of students at a recovery high school who must navigate substance use and mental health disorders. The discussion guide offers background about these medical issues as well suggested questions for each episode.
Using feature films as a teaching tool in medical schools by Baos and Bosch provides guidance on how to select films, how to prepare for discussion, how to select discussion questions and how to use assessment measures.
Cinemeducation: a comprehensive guide to using film in medical education by Alexander et al. provides descriptions of 450 scenes from 125 movies along with ideas for discussion questions and an index of movies listed by topic.
A simple mirroring exercise, shown here as implemented by Parkinson's patients and pre-med students at Brown University's Artists and Scientists As Partners program, can give learners practice with giving their undivided attention to another person and appreciating the perspectives of being both a leader and a follower, analogous to being in conversation with a patient. You can see simple instructions for this mirroring exercise.
Another exercise, often called the Name Game, is when group members introduce themselves by creating a movement to accompany their name. Everyone repeats the person's name and gesture. This simple exercise offers learners a way to express themselves through movement, telling others how they feel in the moment. Analogous to non-verbal behavior with patients, this exercise helps learners be aware of and interpret emotions through gestures. Find instructions and the exercise.
Keeping Reflecting Fresh: A Practical Guide for Clinical Educators by Peterkin and MacLean has a chapter titled Body Language by Batalden et al. This chapter details an activity where students partnered together in learning the basics of ballroom dance then explicitly discussed analogies with patient care such as forming connections, eye contact, posture, etiquette, and comfort.
Two visual arts activities from Julia Langley can help teach the Patient Care competency. The Describe and Draw activity (PDF) invites participants to experience both giving and following instructions and is a good corollary for teaching and learning medical procedures. You can use this lesson plan and watch a video to see an example of how it is done.
Another exercise called Looking 10x2 (PDF) invites participants to make observations about a crowded painting. They can relate this to gathering information from patients when their histories are complex. You can see this exercise being conducted at the 2-minute mark of this video and use these instructions and slides to conduct the exercise with your learners.
Since 2022, AAMC has hosted an annual webinar in honor of Holocaust Remembrance Day to educate AAMC members about the legacy of medicine during the Holocaust and its contemporary relevance. These talks were delivered by Hedy S. Wald, PhD, and Sabine Hildebrandt, MD, both commissioners of The Lancet Commission on Medicine, Nazism, and the Holocaust.
Reflective writing can be useful in discussions about professional identity formation (PDF). Read the description of a two-hour session where learners read two stories by physician-writers and then participate in writing and discussion. Instructors often select pieces from Pulse: Voices from the Heart of Medicine and then prompt students to write about qualities they want to develop as a doctor.
An oft-used format for reflective writing is the 55-word story. The article Fifty-five word stories: "small jewels" for personal reflection and teaching by Colleen Fogarty offers instructions on how to write in this format along with examples of student writing. Other examples include the AAMC's own 55-word Creative Expressions During Times of Uncertainty and the 55-word Stories from the University of Wisconsin School of Medicine, all written during the COVID-19 pandemic.
Another approach to trigger reflection is to offer writing prompts to learners. Whole Health: Change the Conversation -- Exercises and Readings for Narrative Medicine Groups by the VA Office of Patient Centered Care and Cultural Transformation outlines general writing prompts as well as those that can be completed after reading a recommended short piece of literature as a group.
The MedEdPORTAL course Pain and the humanities: exploring the meaning of pain in medicine through drama, literature, fine arts and philosophy challenges participants to reflect deeply on their professional values in relation to arts and humanities materials that portray reactions to pain. The files are available for download from the course include a syllabus, instructor's guide, and a student workbook.
The film Why Doctors Write explores the impact of writing, the arts, and the humanities in medicine. Interviews with physician writers reveal that they turn to writing to care for themselves and their colleagues and to renew their connection to patients.
A key outcome of the practice-based learning and improvement competency is that learners engage in professional identity formation. Reflecting on one's identity can be accomplished through the creation of visual art. Examining professional identity formation through the ancient art of mask-making by Stephens et al, describes an activity that promotes self-reflection. Learners use a blank papier-mch mask to represent their sense of themselves as a professional within the broader context of medicine. This activity can offer learners a way to explore identity in a non-linguistic manner.
Using the health humanities to impart disability competencies to undergraduate medical students by Singh et al describes a medical school module that uses storytelling, visual art, poetry, narratives, and forum theater to help students appreciate the social and human rights issues associated with disability.
The 1619 Project from the New York Times focuses on the consequences of slavery in the United States. Learners can engage with a variety of material to learn specifically about how Black people have been systematically denied access to healthcare over time.
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