Table 3.
Selected program components of interest with examples of each.
| Program component | Examples of schools | Descriptions |
|---|---|---|
| Direct clinical correlation | Harvard Medical School | Clinical lectures focusing on visual diagnosis and physical exam from various specialties (Radiology, Dermatology, Neurology); clinical Rounds where students examine patients with course faculty |
| University of Buffalo | “Art Activity Clinical Experience Sites”; Standardized Patient Post-Assessment | |
| University of Cincinnati | Students attend one monthly half day session with faculty, where they initially record patient descriptions, and work towards full describe/interpret/reflect by course end | |
| Icahn School of Medicine | ‘Skin Deep’ – students paint dermatologic conditions in own skin shade | |
| Interprofessional | UT Health Science Center, San Antonio | Collaboration between nursing, medical, and school of allied health. Students from different disciplines are paired for ‘Art Patient’ activity and are required to complete assignments as a team |
| Historical context | Icahn School of Medicine | Sessions including ‘Picturing Pandemic Disease: From Plague to Ebola’; ‘The Gross Clinic by Thomas Eakins: The Ascendancy of American Medicine in the Nineteenth Century’ |
| Art forms outside of fine/visual arts | Rush Medical College | Use of theater to explore role of body language, movement, and enacting role of patient and doctor on stage; Building auditory skills to explore how vocal sounds reveal emotion |
| Assignments | Various Schools | Suggested vs. mandatory weekly readings/videos (articles, Ted Talks), written/drawn reflections, clinical descriptions/sketches of patients, attending additional museum programs, final presentation |
| Drawing exercises | Harvard Medical School | Sketchbook journal given to all students at the beginning of the course to encourage habitual drawing, ongoing reflection, and connections between art and the physical exam |
| University of Buffalo | Paired ‘studio session’ with each class – activities include self-portrait drawings, paint and dye on cloth/fabric, figure drawing, and clay figure sculpting | |
| Columbia University Vagelos College of Physicians and Surgeons, Weill Cornell Medical College, ‘Observation and Uncertainty in Art and Medicine’ | Sketch memories, associations, and/or emotions associated with observing artwork ‘Sketching in the round’ – students sit in circle, sketch for 2 min, then rotate and pick up sketch where previous student left off to challenge the singularity of their perspective |