Arts‐based learning in medical education: the students’ perspective

摘要: CONTEXT: Arts subjects are often included in medical school curricula to facilitate the exploration of non-scientific elements medicine, such as communication, social, political, emotional and spiritual issues. However, little research has reported on students' experience arts teaching. Performing Medicine is a programme created by Clod Ensemble theatre company collaboration with Barts The London School Dentistry, Department Drama at Queen Mary University, London. Professional artists run range workshops exploring issues relating health care work develop professional skills self-presentation, observation, self-care their understanding difference. This article presents an analysis student-written material about Medicine. METHODS: A dataset written student materials (reflections feedback), drawn from three academic years (2006-2009), was analysed using qualitative methods thematic word frequency analysis. RESULTS: Five prevalent themes were identified: (i) Acting like doctor; (ii) Developing broader awareness others; (iii) self focus; (iv) art (v) place for arts-based teaching within curriculum. corpus linguistic confirmed elaborated five found CONCLUSIONS: Students generally felt that made valuable contribution Many training would reduce 'performance anxiety' situations examinations, presentations new placements. Group developed camaraderie students enjoyed opportunity learn through creative writing, movement sessions. Some sessions ability engage relate people very different backgrounds than own.