I have folÂlowed sevÂerÂal debates recentÂly about the lack of arts and humanÂiÂties eduÂcaÂtion in STEM proÂgrams. One arguÂment runs thus: sciÂenÂtists, engiÂneers, and proÂgramÂmers often move into careers designÂing prodÂucts for human use, withÂout havÂing spent much time learnÂing about othÂer humans. WithÂout required coursÂes, say, in psyÂcholÂoÂgy, phiÂlosÂoÂphy, sociÂolÂoÂgy, litÂerÂaÂture, etc., stuÂdents can end up unthinkÂingÂly reproÂducÂing harmÂful biasÂes or overÂlookÂing seriÂous ethÂiÂcal probÂlems and social inequities.
TechÂnoÂlogÂiÂcal malÂpracÂtice is bad enough. MedÂical malÂpracÂtice can have even more immeÂdiÂateÂly harmÂful, or fatal, effects. We might take for grantÂed that a doctor’s “bedÂside manÂner” is pureÂly a matÂter of perÂsonÂalÂiÂty, but many medÂicals schools have decidÂed they need to be more proacÂtive when it comes to trainÂing future docÂtors in comÂpasÂsionÂate lisÂtenÂing. And some have begun using the arts to fosÂter creÂative thinkÂing and empaÂthy and to improve docÂtor-patient comÂmuÂniÂcaÂtion. The verÂbalÂly-abuÂsive Dr. House aside, the best diagÂnosÂtiÂcians actuÂalÂly have symÂpaÂthetÂic ears.
As Dr. Michael FlanaÂgan of Penn State’s ColÂlege of MedÂiÂcine puts it, “Our job is to elicÂit inforÂmaÂtion from our patients. By comÂmuÂniÂcatÂing more effecÂtiveÂly and estabÂlishÂing rapÂport with patients so they are more comÂfortÂable telling you about their sympÂtoms, you are more likeÂly to make the diagÂnoÂsis and have highÂer patient satÂisÂfacÂtion.” From the patient side of things, an accuÂrate diagÂnoÂsis can mean more than “satÂisÂfacÂtion”; it can mean the difÂferÂence between life and death, long-term sufÂferÂing or rapid recovÂery.
Can impresÂsionÂist paintÂing make that difÂferÂence? Dr. FlanaÂgan thinks it’s a start. His semÂiÂnar “ImpresÂsionÂism and the Art of ComÂmuÂniÂcaÂtion” asks fourth-year medÂical stuÂdents to engage with the work of VinÂcent van Gogh and Claude MonÂet, in exerÂcisÂes “rangÂing from obserÂvaÂtion and writÂing activÂiÂties to paintÂing in the style of said artists,” notes ArtÂsy. “Through the process, they learn to betÂter comÂmuÂniÂcate with patients by develÂopÂing insights on subÂjects like menÂtal illÂness and cogÂniÂtive bias.” Why not just study these subÂjects in psyÂcholÂoÂgy coursÂes?
One answer comes from Penn State assoÂciate proÂfesÂsor of art hisÂtoÂry NanÂcy Locke, who presents to Flanagan’s classÂes. “Art can make peoÂple see their lives difÂferÂentÂly,” she says, “DocÂtors will see peoÂple regÂuÂlarÂly with cerÂtain probÂlems.” And they can begin to schemaÂtize their patients the way they schemaÂtize disÂeases and disÂorÂders. “But a paintÂing can conÂtinÂue to be chalÂlengÂing, and there are always new quesÂtions to ask.” ImpresÂsionÂist paintÂing repÂreÂsents only one road, among many othÂers, to the ambiÂguÂiÂties of the human mind.
AnothÂer Penn State proÂfesÂsor, Dr. Paul Haidet, direcÂtor of medÂical eduÂcaÂtion research, offered a semÂiÂnar on jazz and medÂical comÂmuÂniÂcaÂtions to fourth-year stuÂdents in 2014 and 2015. As he menÂtions in the video above, FlanaÂgan himÂself took the course. “Just as one jazz musiÂcian proÂvides space to anothÂer to improÂvise,” he tells Penn State News, “as physiÂcians we need to proÂvide space to our patients to comÂmuÂniÂcate in their own style. It was a transÂforÂmaÂtionÂal expeÂriÂence, unlike anyÂthing I ever had in medÂical school myself.” He was inspired thereÂafter to introÂduce his paintÂing course.
One could imagÂine classÂes on the VicÂtoÂriÂan novÂel, modÂernist poetÂry, or improÂviÂsaÂtionÂal dance havÂing simÂiÂlar effects. OthÂer medÂical schools have cerÂtainÂly agreed. Dr. DelÂphine TayÂlor, assoÂciate proÂfesÂsor of medÂiÂcine at ColumÂbia UniÂverÂsiÂty MedÂical CenÂter, “emphaÂsizes that arts-focused activÂiÂties are imporÂtant in trainÂing future docÂtors to be present and aware,” ArtÂsy writes, “which is more and more difÂfiÂcult today givÂen the perÂvaÂsiveÂness of techÂnolÂoÂgy and media.” Arts proÂgrams have also been adoptÂed in the medÂical schools at Yale, HarÂvard, and UT Austin.
The preceÂdents for incorÂpoÂratÂing the arts into a sciÂence eduÂcaÂtion abound—many a famous sciÂenÂtist has also had a pasÂsion for litÂerÂaÂture, phoÂtogÂraÂphy, paintÂing, or music. (EinÂstein, for examÂple, wouldn’t be partÂed from his vioÂlin.) As the arts and sciÂences grew furÂther apart, for reaÂsons havÂing to do with the strucÂture of highÂer eduÂcaÂtion and the dicÂtates of marÂket economies, it became far less comÂmon for sciÂenÂtists and docÂtors to receive a libÂerÂal arts eduÂcaÂtion. On the othÂer hand, todays libÂerÂal arts stuÂdents might benÂeÂfit from more required STEM coursÂes, but that’s a stoÂry for anothÂer day.
via ArtÂsy
RelatÂed ConÂtent:
Josh Jones is a writer and musiÂcian based in Durham, NC. FolÂlow him at @jdmagness
This is a great artiÂcle as everyÂone can relate as we have all seen a docÂtor and unforÂtuÂnateÂly for me, some with not the best bedÂside manÂner. I do hope that art becomes part of studÂies for more docÂtors uniÂverÂsalÂly as it was so enrichÂing to read all the benÂeÂfits you listÂed in the artiÂcle. SadÂly in AusÂtralia, govÂernÂment fundÂing in uniÂverÂsiÂty is now dropÂping even more for humanÂiÂties and arts, makÂing it more costÂly. InvestÂing in being a good human being that can lisÂten and comÂmuÂniÂcate effecÂtiveÂly with othÂers is nevÂer a waste.