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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 0000-0001-7461-7271), Dominque Harz (ORCID 0000-0001-5826-4891), Emily R. Schwartz (ORCID 0000-0002-5217-5983)
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
FullText Text:
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  Data: Transitioning from Classroom to Clinic: Visual Arts and Museums as the Bridge
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  Data: <searchLink fieldCode="AR" term="%22Brooke+DiGiovanni+Evans%22">Brooke DiGiovanni Evans</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7461-7271">0000-0001-7461-7271</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dominque+Harz%22">Dominque Harz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5826-4891">0000-0001-5826-4891</externalLink>)<br /><searchLink fieldCode="AR" term="%22Emily+R%2E+Schwartz%22">Emily R. Schwartz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5217-5983">0000-0002-5217-5983</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Museum+Education%22"><i>Journal of Museum Education</i></searchLink>. 2025 50(1):54-62.
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  Data: 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
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  Data: 9
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Medical+Students%22">Medical Students</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+Education%22">Medical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Museums%22">Museums</searchLink><br /><searchLink fieldCode="DE" term="%22Arts+Centers%22">Arts Centers</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Workshops%22">Workshops</searchLink><br /><searchLink fieldCode="DE" term="%22Clinical+Experience%22">Clinical Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Clinical+Teaching+%28Health+Professions%29%22">Clinical Teaching (Health Professions)</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Arts%22">Visual Arts</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Learning%22">Visual Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Programs%22">Cooperative Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection%22">Reflection</searchLink><br /><searchLink fieldCode="DE" term="%22Sense+of+Belonging%22">Sense of Belonging</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Sharing+Behavior%22">Sharing Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Teamwork%22">Teamwork</searchLink><br /><searchLink fieldCode="DE" term="%22Transitional+Programs%22">Transitional Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Art+Activities%22">Art Activities</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Massachusetts+%28Cambridge%29%22">Massachusetts (Cambridge)</searchLink>
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  Data: 10.1080/10598650.2025.2453804
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  Data: 1059-8650
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: 2025
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  Data: EJ1468244
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        Value: 10.1080/10598650.2025.2453804
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      – Text: English
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        PageCount: 9
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    Subjects:
      – SubjectFull: Medical Students
        Type: general
      – SubjectFull: Medical Education
        Type: general
      – SubjectFull: Museums
        Type: general
      – SubjectFull: Arts Centers
        Type: general
      – SubjectFull: Interdisciplinary Approach
        Type: general
      – SubjectFull: Workshops
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      – SubjectFull: Clinical Experience
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      – SubjectFull: Clinical Teaching (Health Professions)
        Type: general
      – SubjectFull: Visual Arts
        Type: general
      – SubjectFull: Visual Learning
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      – SubjectFull: Partnerships in Education
        Type: general
      – SubjectFull: Cooperative Programs
        Type: general
      – SubjectFull: Reflection
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      – SubjectFull: Sense of Belonging
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Sharing Behavior
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      – SubjectFull: Teamwork
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      – SubjectFull: Transitional Programs
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      – SubjectFull: Art Activities
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      – SubjectFull: Massachusetts (Cambridge)
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      – TitleFull: Transitioning from Classroom to Clinic: Visual Arts and Museums as the Bridge
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              Y: 2025
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