Impact of art and reflective practice on medical education in the emergency department

Abstract

Objectives This study investigates the role of arts-based pedagogy in medical education, particularly in the context of the Emergency Department (ED). Art, as a multifaceted form of expression, is employed to convey meaning and emotion while fostering critical reflection among medical students.

Methods A longitudinal methodological study was designed where medical students viewed a 3-minute film titled "The Art of the ED" before their first clinical practicum and after completing their final practicum. Students provided written reflections on how their perceptions changed throughout their medical education. The reflections were then thematically analyzed.

Results Analysis of 25 written reflections yielded three main themes:

1. Professional Growth: Participants discussed their personal and professional development throughout the medical program.

2. Seeing Patients as People: The reflections highlighted a shift in perspective, emphasizing the importance of viewing patients beyond their medical conditions.

3. Reality of the ED: Students reflected on the structure and function of the ED, revealing insights into the complexities of emergency care.

These themes indicate that arts-based pedagogy effectively facilitates meaningful reflection among medical students, fostering professionalism and challenging implicit biases about the ED.

Conclusions Incorporating art and reflective practices into medical education enhances reflective learning and promotes transformative change. This approach aids in developing essential values such as service, empathy, and respect for patients. The study advocates for greater integration of arts-based pedagogy to explore the psychosocial aspects of health and illness, thereby fostering more holistic models of care and reinforcing the role of physicians.