Arts-based interventions in healthcare education

Area of Science:

• Medical Education
• Arts in Medicine
• Qualitative Research

Background:

• Healthcare education increasingly incorporates arts-based interventions.
• Evidence for the efficacy and methodology of these interventions remains a challenge.
• Arts-based pedagogies often involve embodied, practical learning inseparable from the process.

Purpose of the Study:

• To analyze existing studies on arts-based interventions in healthcare education.
• To identify benefits and challenges in providing evidence for these interventions.
• To explore how to improve the design and evaluation of arts-based learning.

Main Methods:

• Systematic analysis of 62 studies on arts-based interventions in healthcare education.
• Evaluation of reported intervention success, methodology, and collaboration with arts professionals.
• Identification of assessment methods for capturing in-the-moment learning processes.

Main Results:

• 79% of studies reported successful interventions, but lacked clear definitions and measurement of success.
• Only 34% of studies involved collaboration with artists or arts educators.
• Arts-based interventions often fail to assess the embodied, in-the-moment learning process.

Conclusions:

• Arts-based interventions require clearer articulation of goals and outcomes.
• Increased collaboration with artists and arts educators is crucial for design and delivery.
• Assessment methods like observation with feedback and reflective portfolios can capture the learning process.