Art Rounds: Teaching Interprofessional Students Visual Thinking Strategies at One School
Art Rounds: Teaching Interprofessional Students Visual Thinking Strategies at One School
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DOI：
10.1097/acm.0b013e31822c1427
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发表时间：
2011-10-01
影响因子：
7.4
通讯作者：
Beckmann-Mendez, Diana
中科院分区：
文献类型：
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作者：
Klugman, Craig M.;Peel, Jennifer;Beckmann-Mendez, Diana
目的艺术回合计划使用视觉思维策略（VTS）教视觉观察技能的医学和护理专业的学生在得克萨斯大学健康科学中心圣安东尼奥。这项研究的目标是评估学生的接触VTS是否会提高他们的身体观察技能，增加宽容的模糊性，并增加学习沟通技巧的兴趣。MethodIn 2010年1月，32名学生参加了三个，90分钟的会议，他们观察和评论的三件艺术品的小团体领导的博物馆教育工作者。测试前和测试后的评估包括Geller和同事的Budner模糊容忍度量表，沟通技巧态度量表，以及对艺术和患者图像的自由反应。统计分析比较了前后看图像的时间，用于描述图像的单词数量，以及根据性别和学科进行的观察数量。（P = 0.007），他们用来描述艺术（P = 0.002）和患者图像（P = 0.019）的单词数量，以及对艺术（P = 0.000）和患者图像（P = 0.001）的观察数量。女性观察的时间显著多于男性（P = 0.011）。学生显着增加了他们的容忍歧义（P = 0.033）和积极的意见对医疗保健专业沟通技巧（P = 0.001）。ConclusionsThe作者推测，这些改进的技能可能有助于病人护理和跨专业团队的互动。
PurposeThe Art Rounds program uses visual thinking strategies (VTS) to teach visual observation skills to medical and nursing students at the University of Texas Health Science Center San Antonio. This study's goal was to evaluate whether students' exposure to VTS would improve their physical observation skills, increase tolerance for ambiguity, and increase interest in learning communication skills.MethodIn January 2010, 32 students attended three, 90-minute sessions at which they observed and commented on three pieces of art in small groups led by museum educators. Pre and posttest evaluations included Geller and colleagues' version of Budner's Tolerance of Ambiguity Scale, the Communication Skills Attitudes Scale, and free responses to art and patient images. Statistical analyses compared pre and post time looking at images, number of words used to describe images, and number of observations made according to gender and discipline.ResultsStudents significantly increased the amount of time they spent looking at art and patient images (P = .007), the number of words they used to describe art (P = .002) and patient images (P = .019), and the number of observations made of art (P = .000) and patient images (P = .001). Females increased the time spent observing significantly more than did males (P = .011). Students significantly increased their tolerance for ambiguity (P = .033) and positive views toward health care professional communication skills (P = .001).ConclusionsThe authors speculate that these improved skills may help in patient care and interprofessional team interactions.