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Visual Arts-Based Interventions in Surgical Education: A Systematic Review.

Rhea Jangra1, Isis O Lunsky2, Boris Zevin3

  • 1Department of Surgery, McMaster University, Hamilton, Ontario, Canada.

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Summary
This summary is machine-generated.

Visual arts-based interventions (VABI) improve surgical education by enhancing knowledge and technical skills. This systematic review found consistent benefits across various art forms, supporting their integration into surgical training.

Keywords:
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Area of Science:

  • Medical Education
  • Surgical Training
  • Visual Arts-Based Interventions (VABI)

Background:

  • Visual arts-based interventions (VABI) show potential in medical education but are under-evaluated in surgical training.
  • Gaps exist in understanding VABI integration into surgical curricula and outcome measurement.
  • This study investigates VABI effectiveness in surgical education, focusing on knowledge and skill development.

Purpose of the Study:

  • To systematically review evidence on visual arts-based interventions (VABI) in surgical education.
  • To assess the impact of VABI on knowledge acquisition and technical skill development in surgical learners.

Main Methods:

  • Systematic literature search following PRISMA guidelines across multiple databases.
  • Data extraction and screening by two independent reviewers.
  • Quality assessment using the Medical Education Research Study Quality Instrument (MERSQI) scale.

Main Results:

  • Twenty-four studies utilized VABI, including clay modeling, anatomy drawing, and painting.
  • Participants included undergraduate and postgraduate surgical learners.
  • All studies reported improvements in anatomical knowledge and technical task accuracy.

Conclusions:

  • VABI demonstrate effectiveness in improving knowledge acquisition and technical skills in surgical education.
  • Despite heterogeneity, VABI offer a valuable addition to surgical training.
  • Future research should focus on high-quality comparative studies and long-term impact assessments.