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Illustrating the art of (teaching) medicine

Cogent Arts & Humanities. 2017;4(1) DOI 10.1080/23311983.2017.1335960

 

Journal Homepage

Journal Title: Cogent Arts & Humanities

ISSN: 2331-1983 (Online)

Publisher: Taylor & Francis Group

LCC Subject Category: Fine Arts: Arts in general | General Works: History of scholarship and learning. The humanities

Country of publisher: United Kingdom

Language of fulltext: English

Full-text formats available: PDF, HTML, XML

 

AUTHORS


Carol Ann Courneya (University of British Columbia)

EDITORIAL INFORMATION

Blind peer review

Editorial Board

Instructions for authors

Time From Submission to Publication: 11 weeks

 

Abstract | Full Text

This essay chronicles the multi-year evolution of an art-making project involving first-year medical and dental students. It started as a call for artistic interpretations, through photography, of the cardiac science that the students were learning in their curriculum. On the basis of their initial enthusiasm for the project, and in response to subsequent student’s requests, it broadened to include a wide variety of media (photographs, paintings, sketches, sculptures, installations, and videos), but always related to the original cardiac theme. Beyond just “pretty pictures” many of these images were student interpretations of foundational anatomy, physiology, and pathophysiology. Many required a sophisticated understanding of the structure or function in order to translate the science into art. Some students used clever metaphors and fanciful thinking to create their art. Dental students showed a preference for creating art that required manual dexterity and hand–eye coordination. Completing the circle, this multi-year repository of student-generated cardiac art has been used as vital learning objects in on-going medical school lectures, as an alternative representation of anatomy and physiology. The significance of using art-making as a learning tool in medical/dental training is discussed in this essay.