Visual Thinking: The Art of Observation and Communication

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Visual Thinking The Art of Observation and
Communication

• Tammy Attia, Briar Craig, Sarah de Leeuw, Carolyn
  Holms,
• Estelle Paget, Deborah Thien

Theresa Sapergia, In Advance of Loss (detail),
2009. Oil on canvas.
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Overview, Nov. 4th

• Context of the course
• Why we began with the visual arts as opposed to
  creative writing/narrative medicine
• Why the course is unique to and needed in the
  north
• Quick overview of visual arts, an artist, and
  linkages between teaching, doctoring, and
  conceptual arts
• Discussion about the relevancy of creative work
  and the humanities to the practice of medicine
• Summation and overview of how the evening
  unfolded
• Discussion of introductory and participatory
  exercises
• Lessons to be learned
• Summation of evaluations
• Discussion of preliminary feedback
• Directions for future research and professional
  development opportunities

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Concepts we wanted participants to leave with

• Thinking about art when teaching and practicing
  medicine
• The relevance of art to medical practices and
  medical education
• Art as informative about the human condition
• Imaginative inquiry an important medical tool
  and an important tool in medical education
• Creative expression, creative response and
  creative communication as powerful teaching and
  diagnostic skills

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Drawing linkages

• The humanities focus on the study of subjects
  that lead to a better understanding of the human
  conditionThe humanities can offer medical
  students additional intellectual tools to help
  recontextualize their profession in a way that
  more fully honours its complexity, nuance,
  ambiguity and possibility.
• Shapiro et al. 2009. Academic Medicine

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Thinking with, and through, a conceptual artist
Felix Gonzalez-Torres. Perfect Lovers.
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Felix Gonzalez-Torres. Untitled (Placebo)
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Why art and medical education/practice?

• A sound grounding in the arts and humanities
  can enable an effectively critical, humane and
  ethical response.
• Bolton, 2003. The Lancet

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• We may be be able to use the humanities
  intricate and sympathetic knowledge about the
  human condition as well as its ability to examine
  pluralistic, experiential knowledge to help
  ensure a morally sensitive, narratively sound,
  and deeply professional clinical practice.
• Shapiro et al. 2009. Academic Medicine

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• The greatest challenges for societyare all ones
  in which the arts and humanities, and science and
  technology need each otherMedical education is
  about understanding and imagination, as well as
  training and skills.
• 2003 Council for Science and Technology, UK

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How the evening unfoldedIntroductory Exercises
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Linking Creative Arts to Medical Teaching and
Practices
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Into the galleries
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Looking to learn
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Thinking about what weve seen
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Summarizing, reflecting, and dinner
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Lessons to be learned

• 1. The method of learning was safe
  (non-threatening), comfortable enjoyable. It
  was also very different from what physicians are
  used to "It was pleasurable and enjoyable to
  learn in this manner. The information seeped in
  effortlessly and gently. It was
  refreshing..." 2. Physicians learned from each
  other "I loved the ability to interact and chat
  and share."- Suggestion for improvement "more
  painting with 3-4 people  sharing their thoughts,
  ideas and perspectives and feelings."- Most
  effective part "studying a work as a
  group" 3. There is potential that a series w/
  other art forms will be well received "I love
  the auditory poetry which made me visualize
  a painting in my imagination and made me feel
  sorrow at the death of the woman with breast
  cancer"- Suggestion for improvement "run it as
  a series..." 

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Lessons to be learned cont

• 4. The highlight of the session for most was the
  exercise in front of the painting - most
  effective part "absorbing the wholeness of the
  painting and sharing with my colleague." 5.
  Many people wanted more time in the session! -
  How could this conference have been improved
  "longer" "Longer conference (e.g. day long) or
  multiple sessions might be beneficial." "An
  afternoon would be good!" 6. Acoustics in large
  hallway in gallery was troublesome to one
  person 7. Many found some transferrable skills,
  particularly in communication.  "... a good way
  to encourage communication..." "This is a useful
  modality to learn communication and consultation
  skills" - Most effective part " Sharing with
  one other person our experiences of the work...
  Tough to communicate our feelings about an image
  into words"

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Directions for future research and professional
development opportunities

• Developing additional creative professional
  development opportunities
• Mixing learners in all stages of development
• Evidencing the relevancy of creative arts to
  medical education and practice

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Contact us

• Sarah de Leeuw
• Northern Medical Program
• University of Northern BC
• 3333 University Way
• Prince George, BC
• V2N 4Z9
• deleeuws_at_unbc.ca
• 1-250-960-5993