Visual Thinking:
The Art of Observation and Communication
Tammy Attia, Briar Craig, Sarah de Leeuw, Carolyn Holms,
Estelle Paget, Deborah Thien
Theresa Sapergia, In Advance of Loss (detail), 2009. Oil on canvas.
Overview, Nov. 4th
• Context of the course
– Why we began with the visual arts as opposed to creative
writing/narrative medicine
– Why the course is unique to and needed in the north
• Quick overview of visual arts, an artist, and linkages
between teaching, doctoring, and conceptual arts
– Discussion about the relevancy of creative work and the
humanities to the practice of medicine
• Summation and overview of how the evening unfolded
– Discussion of introductory and participatory exercises
• Lessons to be learned
– Summation of evaluations
– Discussion of preliminary feedback
• Directions for future research and professional
development opportunities
Concepts we wanted
participants to leave with
• Thinking about art when teaching and
practicing medicine
• The relevance of art to medical practices and
medical education
• Art as informative about the human condition
• Imaginative inquiry – an important medical
tool and an important tool in medical
education
• Creative expression, creative response and
creative communication as powerful teaching
and diagnostic skills
Drawing linkages
The humanities focus on the study of
subjects that lead to a better
understanding of the human
condition…[T]he humanities can offer
medical students additional intellectual
tools to help recontextualize their
profession in a way that more fully
honours its complexity, nuance, ambiguity
and possibility.
Shapiro et al. 2009. Academic Medicine
Thinking with, and through, a
conceptual artist
Felix Gonzalez-Torres. Perfect Lovers.
Felix Gonzalez-Torres. Untitled (Placebo)
Why art and medical
education/practice?
“A sound grounding in the arts and
humanities can enable an effectively
critical, humane and ethical
response.”
Bolton, 2003. The Lancet
We [may be] be able to use the
humanities’ intricate and sympathetic
knowledge about the human
condition as well as its ability to
examine pluralistic, experiential
knowledge to help ensure a morally
sensitive, narratively sound, and
deeply professional clinical practice.
Shapiro et al. 2009. Academic Medicine
The greatest challenges for
society…are all ones in which the
arts and humanities, and science and
technology need each
other…[Medical] education is about
understanding and imagination, as
well as training and skills.
2003: Council for Science and Technology, UK
How the evening unfolded…
Introductory Exercises
Linking Creative Arts to Medical
Teaching and Practices
Into the galleries…
Looking to learn
Thinking about what we’ve
seen
Summarizing, reflecting,
and dinner
Lessons to be learned
1. The method of learning was safe (non-threatening),
comfortable & enjoyable. It was also very different from what
physicians are used to:
"It was pleasurable and enjoyable to learn in this manner.
The information seeped in effortlessly and gently. It was
refreshing..."
2. Physicians learned from each other:
"I loved the ability to interact and chat and share."
- Suggestion for improvement :"more painting with 3-4
people sharing their thoughts, ideas and perspectives and
feelings."
- Most effective part: "studying a work as a group"
3. There is potential that a series w/ other art forms will be well
received:
"I love the auditory poetry which made me visualize
a painting in my imagination and made me feel sorrow at
the death of the
woman with breast cancer"
- Suggestion for improvement: "run it as a series..."
Lessons to be learned cont…
4. The highlight of the session for most was the exercise in front
of the painting
- most effective part: "absorbing the wholeness of the
painting and sharing with my colleague."
5. Many people wanted more time in the session!
- How could this conference have been improved: "longer"
"Longer conference (e.g. day long) or multiple sessions
might be beneficial."
"An afternoon would be good!"
6. Acoustics in large hallway in gallery was troublesome to one
person
7. Many found some transferrable skills, particularly in
communication.
"... a good way to encourage communication..."
"This is a useful modality to learn communication and
consultation skills"
- Most effective part: " Sharing with one other person our
experiences of the work... Tough to communicate our
feelings about an image into words"
Directions for future research
and professional development
opportunities
• Developing additional “creative”
professional development
opportunities
• Mixing learners in all stages of
development
• Evidencing the relevancy of creative
arts to medical education and
practice
Contact us
Sarah de Leeuw
Northern Medical Program
University of Northern BC
3333 University Way
Prince George, BC
V2N 4Z9
deleeuws@unbc.ca
1-250-960-5993