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Developing a Feasible Arts and Humanities Course Using Visual Thinking Strategies and Haiku Writing: A Mixed-Methods

Hirohisa Fujikawa^1,2,3, Takayuki Ando², Junji Haruta^2,4

¹Department of General Medicine, Juntendo University Faculty of Medicine, 2-1-1 Hongo, Bunkyo-Ku, Tokyo, 113-8421 Japan.

Medical Science Educator

|March 9, 2026

Summary

This summary is machine-generated.

This study shows that a short, culturally responsive arts and humanities course in Japan improved medical students' capacity for wonder. The program effectively supported professional development, offering valuable insights for medical educators globally.

Keywords:

Ambiguity Arts and humanities Haiku Visual thinking strategy Wonder

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Area of Science:

Medical Education
Arts and Humanities in Medicine
Professional Development

Background:

Existing literature suggests arts and humanities activities can aid medical professional development.
Previous initiatives, often Western-based, faced feasibility challenges.
A need exists for culturally relevant, feasible approaches in medical education.

Purpose of the Study:

To develop and evaluate a culturally responsive, classroom-based course in Japan.
To assess the educational effectiveness of Visual Thinking Strategies (VTS) and Haiku writing.
To explore the impact on medical students' professional development.

Main Methods:

A convergent mixed-methods study involving fourth-year medical students.
A three-hour course featuring VTS and Haiku writing workshops.
Pre- and post-tests using the Capacity for Wonder (CfW) and Tolerance for Ambiguity (TFA) scales; post-course questionnaires.

Main Results:

Significant improvement in Capacity for Wonder (CfW) scores observed (paired t-test).
A modest trend towards improvement in Tolerance for Ambiguity (TFA) scores noted.
Participants found the course relevant, gaining insights into observation, attention to detail, and professional identity.

Conclusions:

Short, culturally integrated arts and humanities activities (VTS, Haiku) can foster professional development in medical education.
This model, rooted in Japanese culture, demonstrates potential for broad application.
Findings offer valuable insights for medical educators worldwide seeking innovative professional development strategies.