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• W4320894710 abstract "ABSTRACT Background Engaging with the arts can enrich medical education by fostering transformative learning, reflection, and a holistic view of the patient. Objective To explore the development of professional competence of residents in prolonged arts-based medical education. Methods We followed residents (n=99) of various specialties as they engaged in arts-based learning through creative and reflective assignments such as painting, sculpting, and formal analysis. Participants were interviewed about their learning process and experiences, one-on-one and in small groups, by independent researchers using short, semistructured interviews. We used grounded theory to inform an iterative process for data collection and analysis over the course of 3 years (2016-2018). Results Seven themes were constructed, which showed that (1) slowing down education provides room for reflection; (2) absence of judgment and rules sparks experimentation; (3) engaging with emotions fostered reflection and motivation; (4) the artists' methods provided a perspective change; (5) a holistic view on the patient emerged; (6) residents understood the need to take control over their professional development; and (7) there were barriers to overcome in terms of hierarchy and expectations. Our investigation shows that interns and residents undergo a perspective transformation. Key to the development of the physicians in training is the open and affective nature of the arts in education. Conclusions Arts-based learning results in a new perspective for physicians in training in line with patient-centered health care and self-directed learning." @default.
• W4320894710 created "2023-02-16" @default.
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• W4320894710 date "2023-02-01" @default.
• W4320894710 modified "2023-10-13" @default.
• W4320894710 title "Seeing the Other: How Residents Expand Their Perspective by Learning With the Arts" @default.
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• W4320894710 doi "https://doi.org/10.4300/jgme-d-22-00140.1" @default.
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