The role of arts-based curricula in professional identity formation: results of a qualitative analysis of learner’s written reflections
ABSTRACTBackground Professional identity formation is an important aspect of medical education that can be difficult to translate into formal curricula. The role of arts and humanities programs in fostering professional identity formation remains understudied. Analyzing learners’ written reflections...
| Main Authors: | , , , , , , , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2023-12-01
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| Series: | Medical Education Online |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/10872981.2022.2145105 |
| _version_ | 1797449997045727232 |
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| author | James Aluri Joyce Ker Bonnie Marr Heather Kagan Kaitlin Stouffer Philip Yenawine Margot Kelly-Hedrick Margaret S. Chisolm |
| author_facet | James Aluri Joyce Ker Bonnie Marr Heather Kagan Kaitlin Stouffer Philip Yenawine Margot Kelly-Hedrick Margaret S. Chisolm |
| author_sort | James Aluri |
| collection | DOAJ |
| description | ABSTRACTBackground Professional identity formation is an important aspect of medical education that can be difficult to translate into formal curricula. The role of arts and humanities programs in fostering professional identity formation remains understudied. Analyzing learners’ written reflections, we explore the relationship between an arts-based course and themes of professional identity formation.Materials and methods Two cohorts of learners participated in a 5-day online course featuring visual arts-based group activities. Both cohorts responded to a prompt with written reflections at the beginning and end of the course. Using a thematic analysis method, we qualitatively analyzed one set of reflections from each cohort.Results Themes included the nature of the good life; fulfilling, purposeful work; entering the physician role; exploration of emotional experience; and personal growth. Reflections written at the end of the course engaged significantly with art – including literature, poetry, lyrics, and film. One student disclosed a mental illness in their reflection.Conclusions Our qualitative analysis of reflections written during a visual arts-based course found several themes related to professional identity formation. Such arts-based courses can also enrich learners’ reflections and provide a space for learners to be vulnerable.Practice Points (five short bullets conveying the main points) Arts-based courses can support learners’ professional identity formationReflection themes related to professional identity formation included entering the physician role, fulfilling clinical work, and personal growthAt the end of the course, learners’ reflections included significant engagement with artReflective writing in small, arts-based learning communities can provide space for learners to be vulnerableThe Role of Arts-Based Curricula in Professional Identity Formation: Results of A Qualitative Analysis of Learner’s Written Reflections |
| first_indexed | 2024-03-09T14:34:12Z |
| format | Article |
| id | doaj.art-ec1b1c2fed274c1b87c5dca6234f80b6 |
| institution | Directory Open Access Journal |
| issn | 1087-2981 |
| language | English |
| last_indexed | 2024-03-09T14:34:12Z |
| publishDate | 2023-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Medical Education Online |
| spelling | doaj.art-ec1b1c2fed274c1b87c5dca6234f80b62023-11-27T16:01:59ZengTaylor & Francis GroupMedical Education Online1087-29812023-12-0128110.1080/10872981.2022.2145105The role of arts-based curricula in professional identity formation: results of a qualitative analysis of learner’s written reflectionsJames Aluri0Joyce Ker1Bonnie Marr2Heather Kagan3Kaitlin Stouffer4Philip Yenawine5Margot Kelly-Hedrick6Margaret S. Chisolm7Department of Psychiatry and Behavioral Sciences University School of Medicine, University Mental Health, Baltimore, Maryland, USADepartment of Medicine, Science, Humanities at Johns Hopkins University in Baltimore, Baltimore, Maryland, USASection of Palliative Medicine Division of General Internal Medicine Johns Hopkins University in Baltimore, Baltimore, Maryland, USADepartment of Medicine at Memorial Sloan Kettering Cancer Center with a Secondary Appointment as an Instructor at Weill Cornell College of Medicine Maryland, USAJohns Hopkins University, Baltimore, Maryland, USAVisual Thinking Strategies and an Independent Writer and Educator, Baltimore, Maryland, USADuke University School of Medicine, Durham, North Carolina, USADepartment of Psychiatry and Behavioral Sciences, Department of Medicine, Johns Hopkins University in Baltimore, Baltimore, Maryland, USAABSTRACTBackground Professional identity formation is an important aspect of medical education that can be difficult to translate into formal curricula. The role of arts and humanities programs in fostering professional identity formation remains understudied. Analyzing learners’ written reflections, we explore the relationship between an arts-based course and themes of professional identity formation.Materials and methods Two cohorts of learners participated in a 5-day online course featuring visual arts-based group activities. Both cohorts responded to a prompt with written reflections at the beginning and end of the course. Using a thematic analysis method, we qualitatively analyzed one set of reflections from each cohort.Results Themes included the nature of the good life; fulfilling, purposeful work; entering the physician role; exploration of emotional experience; and personal growth. Reflections written at the end of the course engaged significantly with art – including literature, poetry, lyrics, and film. One student disclosed a mental illness in their reflection.Conclusions Our qualitative analysis of reflections written during a visual arts-based course found several themes related to professional identity formation. Such arts-based courses can also enrich learners’ reflections and provide a space for learners to be vulnerable.Practice Points (five short bullets conveying the main points) Arts-based courses can support learners’ professional identity formationReflection themes related to professional identity formation included entering the physician role, fulfilling clinical work, and personal growthAt the end of the course, learners’ reflections included significant engagement with artReflective writing in small, arts-based learning communities can provide space for learners to be vulnerableThe Role of Arts-Based Curricula in Professional Identity Formation: Results of A Qualitative Analysis of Learner’s Written Reflectionshttps://www.tandfonline.com/doi/10.1080/10872981.2022.2145105Professional identity formationhealth humanitiesreflective writingvisual Arts-Based learningvisual thinking strategies |
| spellingShingle | James Aluri Joyce Ker Bonnie Marr Heather Kagan Kaitlin Stouffer Philip Yenawine Margot Kelly-Hedrick Margaret S. Chisolm The role of arts-based curricula in professional identity formation: results of a qualitative analysis of learner’s written reflections Medical Education Online Professional identity formation health humanities reflective writing visual Arts-Based learning visual thinking strategies |
| title | The role of arts-based curricula in professional identity formation: results of a qualitative analysis of learner’s written reflections |
| title_full | The role of arts-based curricula in professional identity formation: results of a qualitative analysis of learner’s written reflections |
| title_fullStr | The role of arts-based curricula in professional identity formation: results of a qualitative analysis of learner’s written reflections |
| title_full_unstemmed | The role of arts-based curricula in professional identity formation: results of a qualitative analysis of learner’s written reflections |
| title_short | The role of arts-based curricula in professional identity formation: results of a qualitative analysis of learner’s written reflections |
| title_sort | role of arts based curricula in professional identity formation results of a qualitative analysis of learner s written reflections |
| topic | Professional identity formation health humanities reflective writing visual Arts-Based learning visual thinking strategies |
| url | https://www.tandfonline.com/doi/10.1080/10872981.2022.2145105 |
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