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The effectiveness of arts-based interventions in medical education: a literature review
Mark Perry1, Nicola Maffulli, Suzy Willson
1Centre for Sports and Exercise Medicine, Mile End Hospital, Queen Mary University of London, London, UK. mark.perry@thpct.nhs.uk
Context:
arts-based interventions, which aim to foster understanding of the patient's perspective and to enhance communication skills, have been part of the medical curriculum for several years. This review aims to evaluate the available evidence base for their effectiveness and to suggest the nature of future work.
Methods:
the MEDLINE, Google Scholar and ISI Web of Knowledge databases were searched for published articles on studies that have attempted to evaluate the efficacy of an arts-based approach in undergraduate medical education. Further articles were identified through cross-referencing, discussion with colleagues and hand-searching key journals. One mixed, 10 qualitative and four quantitative studies were reviewed.
Results:
some studies claim that arts-based interventions are effective in altering attitudes, but poor descriptions of methodology and results make it difficult to judge these claims. No studies consider the effects on behaviour. The evidence base for using arts-based interventions to foster diagnostic observation skills is stronger. However, their effect on other clinical skills has not been studied.
Conclusions:
there is a need for further studies to produce a rigorous evaluation of arts-based interventions in terms of their effects on attitudes, behaviour and technical skills other than those involved in observation.
