TY - JOUR
T1 - The role of arts-based curricula in professional identity formation
T2 - results of a qualitative analysis of learner’s written reflections
AU - Aluri, James
AU - Ker, Joyce
AU - Marr, Bonnie
AU - Kagan, Heather
AU - Stouffer, Kaitlin
AU - Yenawine, Philip
AU - Kelly-Hedrick, Margot
AU - Chisolm, Margaret S.
N1 - Publisher Copyright:
© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2023
Y1 - 2023
N2 - Background: Professional identity formation is an important aspect of medical education that can be difficult to translate into formal curricula. The role of arts and humanities programs in fostering professional identity formation remains understudied. Analyzing learners’ written reflections, we explore the relationship between an arts-based course and themes of professional identity formation. Materials and methods: Two cohorts of learners participated in a 5-day online course featuring visual arts-based group activities. Both cohorts responded to a prompt with written reflections at the beginning and end of the course. Using a thematic analysis method, we qualitatively analyzed one set of reflections from each cohort. Results: Themes included the nature of the good life; fulfilling, purposeful work; entering the physician role; exploration of emotional experience; and personal growth. Reflections written at the end of the course engaged significantly with art–including literature, poetry, lyrics, and film. One student disclosed a mental illness in their reflection. Conclusions: Our qualitative analysis of reflections written during a visual arts-based course found several themes related to professional identity formation. Such arts-based courses can also enrich learners’ reflections and provide a space for learners to be vulnerable. Practice Points: (five short bullets conveying the main points) Arts-based courses can support learners’ professional identity formation Reflection themes related to professional identity formation included entering the physician role, fulfilling clinical work, and personal growth At the end of the course, learners’ reflections included significant engagement with art Reflective writing in small, arts-based learning communities can provide space for learners to be vulnerable The Role of Arts-Based Curricula in Professional Identity Formation: Results of A Qualitative Analysis of Learner’s Written Reflections.
AB - Background: Professional identity formation is an important aspect of medical education that can be difficult to translate into formal curricula. The role of arts and humanities programs in fostering professional identity formation remains understudied. Analyzing learners’ written reflections, we explore the relationship between an arts-based course and themes of professional identity formation. Materials and methods: Two cohorts of learners participated in a 5-day online course featuring visual arts-based group activities. Both cohorts responded to a prompt with written reflections at the beginning and end of the course. Using a thematic analysis method, we qualitatively analyzed one set of reflections from each cohort. Results: Themes included the nature of the good life; fulfilling, purposeful work; entering the physician role; exploration of emotional experience; and personal growth. Reflections written at the end of the course engaged significantly with art–including literature, poetry, lyrics, and film. One student disclosed a mental illness in their reflection. Conclusions: Our qualitative analysis of reflections written during a visual arts-based course found several themes related to professional identity formation. Such arts-based courses can also enrich learners’ reflections and provide a space for learners to be vulnerable. Practice Points: (five short bullets conveying the main points) Arts-based courses can support learners’ professional identity formation Reflection themes related to professional identity formation included entering the physician role, fulfilling clinical work, and personal growth At the end of the course, learners’ reflections included significant engagement with art Reflective writing in small, arts-based learning communities can provide space for learners to be vulnerable The Role of Arts-Based Curricula in Professional Identity Formation: Results of A Qualitative Analysis of Learner’s Written Reflections.
KW - Professional identity formation
KW - health humanities
KW - reflective writing
KW - visual Arts-Based learning
KW - visual thinking strategies
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U2 - 10.1080/10872981.2022.2145105
DO - 10.1080/10872981.2022.2145105
M3 - Article
C2 - 36373894
AN - SCOPUS:85141671960
SN - 1087-2981
VL - 28
JO - Medical education online
JF - Medical education online
IS - 1
M1 - 2145105
ER -