Hassan Hazari is a medical student in the Class of 2020 at Queen's University
The inclusion of arts and humanities in medical curricula has been a standard part of the student’s learning experience since the 1990s. The arts are credited with nurturing the skills and attitudes necessary for meaningful human interaction and personal development. McMaster University’s “Art of Seeing” program demonstrated that an arts-based curriculum promoted empathic development (Zazulak et al., 2017). The visual arts are a particular area of focus, as studying visual art not only has humanistic value but has also been shown to improve technical skills such as observation. Art-making (distinct from art observation) has been shown to foster humanistic and advocacy-orientated inclinations as well as promote learning in medical students (Cox et al., 2016; Courneya, 2017).
Among the workshops, talks, and meetings at this year’s Canadian Conference on Medical Education (CCME), there was a room that was transformed into an art gallery. ...continue reading
Barbara Sibbald is Editor, News and Humanities, at CMAJ
Long billed as a symposium for arts, humanities and the social sciences in the education of health professionals, the fifth iteration of Creating Space has seemingly taken its mission to task, with a substantial integration of the latter at its Vancouver conference, Apr. 24-25.
“How can we get more social scientists to come to Creating Space,” asked the University of Toronto’s lead in humanities, Dr. Allan Peterkin in the opening address. His query was echoed and answered by numerous presenters.
Dr. Andrew Clarke, who works in the physician health program at Doctors BC, said self-awareness, through building reflective capacity – one of the primary goals of the humanities – and scholarship are both essential. ...continue reading