Importance of aesthetic appreciation in the training of the doctor
Abstract Introduction: The history of art and medicine show that the doctor and the artist share the same passion to observe and have collaborated in the construction of great scientific works, hence the importance of the use of visual arts in the formation of students of Medicine. Objective: To promote in medical students the appreciation of art in its relationship with the medical profession through the linking of theoretical and practical knowledge. Method: A descriptive, cross-sectional, retrospective study was carried out in which the experience of the elective course, «The aesthetic appreciation in its relation with medicine», is described, which is offered to the 5th year students of medicine in 2018. Results: I participate a total of 55 foreign students. There were 8 visits to museums, 6 conferences offered by art and heritage specialists from the Office of the Historian of Havana. When asked about the importance and usefulness of the course for their training as a doctor, 90.8% recognized its usefulness for their professional training. Conclusions: The aesthetic appreciation promotes in medical students the broadening of the general culture and the enjoyment of works of art, taking advantage of the influence and cultural refinement that usually accompanies the world of Art and Aesthetics, to model values and stimulate sensitivity in an exchange dynamic.
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Barbado FJ. Medicina y literatura en la formación del médico residente de medicina interna. An Med Interna (Madrid) [revista en la Internet].2007;24(4):195-200.
Baños JE. El valor de la literatura en la formación de los estudiantes de medicina. Educ Med. 2003;6(2):93-9.
Betancourt I. Dr. Néstor Rodríguez Hernández. Un hombre de la historia, el arte y la medicina. Rev haban cienc méd 2013;12(3):313-7.
Bramstedt KA. Images healing and learning. The use of visual arts as a window to diagnosing medical pathologies. AMA J Ethics. 2016;18(8):843-54.
Ciuffolini MB, Didoni M, Jure H, Pinero A. Cine y literatura como elementos para la mediación pedagógica: Una experiencia desde la medicina familiar. Arc. Medic Familiar. 2007;9(3):142-5.
Frich JC,Fugelli P. Medicine and the arts in the undergraduate me dical curriculum at the University of Oslo Faculty of Medicine, Oslo, Norway. Acad Med. 2003;78(10):1036-8.
García M. Medicina y arte. La revolución de la anatomía en el Renacimiento. Rev Cient Soc Esp Enferm Neurol. 2012;35(1):25-27.
González de Dios J. Cine y Pediatría: una oportunidad para la docencia y la humanización en nuestra práctica clínica. Rev Pediatr Aten Primaria. 2010;12(46):299-313.
Haidet P, Jarecke J, Adams NE, Stuckey HL, Green MJ, Shapiro D, et al. A frame- work to maximize the power of the arts in medical education: A systematic review. Med Educ. 2016;50(3):320-31.
Hidalgo A, Bordallo J, Cantabrana B. Utilidad potencial de las artes visuales en la enseñanza de la medicina. Rev Educ Med. 2018;19(3):284-93.
Jasani SK, Saks NS. Utilizing visual art to enhance the clinical observation skills of medical students. Med Teach. 2013;35(7):1327-31.
Kidd M, Nixon L, Rosenal T, Jackson R, Pereles L, Mitchell I, et al. Using visual art and collaborative reflection to explore medical attitudes toward vulnerable persons. Can Med Educ J. 2016;7(1):22-30.
Lake J, Jackson L, Hardman C. A fresh perspective on medical education: The lens of the arts. Med Educ. 2015;49(8):759-72.
Loscos J, Baños JE, Loscos F, De la Cámara J. Medicina, cine y literatura: una experiencia docente en la Universidad Autónoma de Barcelona. Rev Med Cine 2006;4:138-42.
López JA. Índice analítico de la revista Arte y Medicina (1952-1959). ACIMED 2005;13(4).
Musso CG, Enz PA. El arte como instrumento educativo en medicina. Arch Argent Pediatr, 2014;112:492-95 Arch Argent Pediatr 2014;112(6):494-5.
Rodenhauser P, Strickland MA, Gambala CT. Arts-related activities across U. S. medical schools: A follow-up study. Teach Learn Med. 2004;16(3):233-9.
Shapiro J, Rucker L. Can poetry make better doctors? Teaching the humanities and arts to medical students and residents at the University of California, Irvine, College of Medicine. Acad Med. 2003;78(10):953-7.
Tapajós RA. Introdução das artes nos currículos médicos. Interface (Botucatu) [serial on the Internet]. 2002;6(10):27-36.
Wellbery C, Mc Ateer RA. The art of observation: A pedagogical framework. Acad Med. 2015;90(12):1624-30.
Zazulak J, Halgren C, Tan M, Grierson LE. The impact of an arts-based programme on the affective and congnitive components of empathic development. Med Humanit. 2015;41(1):69-74.
Barbado FJ. Medicina y literatura en la formación del médico residente de medicina interna. An Med Interna (Madrid) [revista en la Internet].2007;24(4):195-200.
Baños JE. El valor de la literatura en la formación de los estudiantes de medicina. Educ Med. 2003;6(2):93-9.
Betancourt I. Dr. Néstor Rodríguez Hernández. Un hombre de la historia, el arte y la medicina. Rev haban cienc méd 2013;12(3):313-7.
Bramstedt KA. Images healing and learning. The use of visual arts as a window to diagnosing medical pathologies. AMA J Ethics. 2016;18(8):843-54.
Ciuffolini MB, Didoni M, Jure H, Pinero A. Cine y literatura como elementos para la mediación pedagógica: Una experiencia desde la medicina familiar. Arc. Medic Familiar. 2007;9(3):142-5.
Frich JC,Fugelli P. Medicine and the arts in the undergraduate me dical curriculum at the University of Oslo Faculty of Medicine, Oslo, Norway. Acad Med. 2003;78(10):1036-8.
García M. Medicina y arte. La revolución de la anatomía en el Renacimiento. Rev Cient Soc Esp Enferm Neurol. 2012;35(1):25-27.
González de Dios J. Cine y Pediatría: una oportunidad para la docencia y la humanización en nuestra práctica clínica. Rev Pediatr Aten Primaria. 2010;12(46):299-313.
Haidet P, Jarecke J, Adams NE, Stuckey HL, Green MJ, Shapiro D, et al. A frame- work to maximize the power of the arts in medical education: A systematic review. Med Educ. 2016;50(3):320-31.
Hidalgo A, Bordallo J, Cantabrana B. Utilidad potencial de las artes visuales en la enseñanza de la medicina. Rev Educ Med. 2018;19(3):284-93.
Jasani SK, Saks NS. Utilizing visual art to enhance the clinical observation skills of medical students. Med Teach. 2013;35(7):1327-31.
Kidd M, Nixon L, Rosenal T, Jackson R, Pereles L, Mitchell I, et al. Using visual art and collaborative reflection to explore medical attitudes toward vulnerable persons. Can Med Educ J. 2016;7(1):22-30.
Lake J, Jackson L, Hardman C. A fresh perspective on medical education: The lens of the arts. Med Educ. 2015;49(8):759-72.
Loscos J, Baños JE, Loscos F, De la Cámara J. Medicina, cine y literatura: una experiencia docente en la Universidad Autónoma de Barcelona. Rev Med Cine 2006;4:138-42.
López JA. Índice analítico de la revista Arte y Medicina (1952-1959). ACIMED 2005;13(4).
Musso CG, Enz PA. El arte como instrumento educativo en medicina. Arch Argent Pediatr, 2014;112:492-95 Arch Argent Pediatr 2014;112(6):494-5.
Rodenhauser P, Strickland MA, Gambala CT. Arts-related activities across U. S. medical schools: A follow-up study. Teach Learn Med. 2004;16(3):233-9.
Shapiro J, Rucker L. Can poetry make better doctors? Teaching the humanities and arts to medical students and residents at the University of California, Irvine, College of Medicine. Acad Med. 2003;78(10):953-7.
Tapajós RA. Introdução das artes nos currículos médicos. Interface (Botucatu) [serial on the Internet]. 2002;6(10):27-36.
Wellbery C, Mc Ateer RA. The art of observation: A pedagogical framework. Acad Med. 2015;90(12):1624-30.
Zazulak J, Halgren C, Tan M, Grierson LE. The impact of an arts-based programme on the affective and congnitive components of empathic development. Med Humanit. 2015;41(1):69-74.
Barata Cardos, B., Estrada Garzón, J. ., & Franco Barata, E. . (2021). Importance of aesthetic appreciation in the training of the doctor. Journal of Medicine and Movies, 17(2), 103–109. https://doi.org/10.14201/rmc2021172103109
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