Transitioning from Classroom to Clinic: Visual Arts and Museums as the Bridge
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| Title: | Transitioning from Classroom to Clinic: Visual Arts and Museums as the Bridge |
|---|---|
| Language: | English |
| Authors: | Brooke DiGiovanni Evans (ORCID |
| Source: | Journal of Museum Education. 2025 50(1):54-62. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Medical Students, Medical Education, Museums, Arts Centers, Interdisciplinary Approach, Workshops, Clinical Experience, Clinical Teaching (Health Professions), Visual Arts, Visual Learning, Partnerships in Education, Cooperative Programs, Reflection, Sense of Belonging, Student Attitudes, Sharing Behavior, Teamwork, Transitional Programs, Art Activities |
| Geographic Terms: | Massachusetts (Cambridge) |
| DOI: | 10.1080/10598650.2025.2453804 |
| ISSN: | 1059-8650 |
| Abstract: | This case study examines a workshop utilizing visual art-based methodologies to support second-year medical students in their transition into clerkship. Through a series of three activities, art educators and medical faculty collaborated to facilitate student reflection on this pivotal academic transition. The workshop created a reflective space that enabled students to articulate their emotions, recognize shared challenges, and develop a sense of community and belonging. Additionally, the workshop provided insights into the importance of teamwork, the value of diverse perspectives, and the value of the visual arts. This interdisciplinary approach highlights the potential of integrating art-based education within medical training to address transitional challenges and enhance student experiences. The impact on students and the lessons learned through this implementation are discussed in detail. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1468244 |
| Database: | ERIC |
| Abstract: | This case study examines a workshop utilizing visual art-based methodologies to support second-year medical students in their transition into clerkship. Through a series of three activities, art educators and medical faculty collaborated to facilitate student reflection on this pivotal academic transition. The workshop created a reflective space that enabled students to articulate their emotions, recognize shared challenges, and develop a sense of community and belonging. Additionally, the workshop provided insights into the importance of teamwork, the value of diverse perspectives, and the value of the visual arts. This interdisciplinary approach highlights the potential of integrating art-based education within medical training to address transitional challenges and enhance student experiences. The impact on students and the lessons learned through this implementation are discussed in detail. |
|---|---|
| ISSN: | 1059-8650 |
| DOI: | 10.1080/10598650.2025.2453804 |
