Journal Article

The role of arts-based curricula in professional identity formation: results of a qualitative analysis of learner's written reflections

Ker, Joyce, Chisolm, Margaret S., Kelly-Hedrick, Margot, Aluri, James, Kagan, Heather, Yenawine, Philip, Marr, Bonnie, Stouffer, Kaitlin

2023

Overview

Professional identity formation is an important aspect of medical education that can be difficult to translate into formal curricula. The role of arts and humanities programs in fostering professional identity formation remains understudied. Analyzing learners' written reflections, we explore the relationship between an arts-based course and themes of professional identity formation. Two cohorts of learners participated in a 5-day online course featuring visual arts-based group activities. Both cohorts responded to a prompt with written reflections at the beginning and end of the course. Using a thematic analysis method, we qualitatively analyzed one set of reflections from each cohort. Themes included the nature of the good life; fulfilling, purposeful work; entering the physician role; exploration of emotional experience; and personal growth. Reflections written at the end of the course engaged significantly with art - including literature, poetry, lyrics, and film. One student disclosed a mental illness in their reflection. Our qualitative analysis of reflections written during a visual arts-based course found several themes related to professional identity formation. Such arts-based courses can also enrich learners' reflections and provide a space for learners to be vulnerable. (five short bullets conveying the main points) Arts-based courses can support learners' professional identity formation Reflection themes related to professional identity formation included entering the physician role, fulfilling clinical work, and personal growth At the end of the course, learners' reflections included significant engagement with art Reflective writing in small, arts-based learning communities can provide space for learners to be vulnerable The Role of Arts-Based Curricula in Professional Identity Formation: Results of A Qualitative Analysis of Learner's Written Reflections

• Publisher: Taylor & Francis,Taylor & Francis Ltd,Taylor & Francis Group
• Subject: Arts / Collaboration / Curricula / Curriculum / Group activities / health humanities / Humanities / Humans / Identity formation / Learning / Literature / Lyrics / Medical education / Medical schools / Mental disorders / Occupational roles / Personal development / Physicians / Poetry / Professional education / Professional identity / Professional identity formation / Qualitative research / Quality of life / reflective writing / Social Identification / Students, Medical - psychology / Visual arts / visual Arts-Based learning / visual thinking strategies / Vulnerability / Writing