NARRATING THE MUSEUM TO PROMOTE EMPATHY AND CRITICAL THINKING IN MEDICAL SCIENCE STUDENTS AND DOCTORS THROUGH ONLINE ACTIVITIES: A PILOT RESEARCH EXPERIENCE
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Nov 10, 2021
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Abstract
The research experience "Narrating the museum to promote empathy and critical thinking in medical science students and doctors through online activities", carried out within the "Inclusive Memory" project, co-funded by University Roma Tre, aims at promoting empathy and critical thinking skills in medical science students and doctors through heritage education activities. The innovative features of the research experience lie in the use of online activities, combining different learning methodologies: Visual Thinking Strategies, Reflective Questioning, Storytelling, and Object-Based Learning. The paper presents the results of the pilot activity carried out by the Centre for Museum Studies research group, based at the Department of Education – Roma Tre, in collaboration with the Sapienza University of Rome. It also describes the teaching activities, learning and evaluation tools used during the pilot experience, which involved 35 participants. The trial results highlight a statistically significant improvement in the Critical Thinking use of language indicators and an improvement of Sensitivity to the context empathy dimension; participants state that their levels of communication and critical thinking skills improved at the end of the activities and that the exercises foreseen stimulated reflection, observation, and interpretation.
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References
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Hakkarainen, K. A. I. (2003). Emergence of progressive-inquiry culture in computer-supported collaborative learning. Learning Environments Research, 6(2), 199-220.
Housen, A.C. (2001). Æsthetic thought, critical thinking and transfer. Arts and Learning Research, 18(1), 99-132.
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Pedersen, E. M. (1995). Storytelling and the art of teaching. English Teaching Forum, 33(1), 2-5.
Poce, A. (2017). Verba sequentur. Pensiero e scrittura per uno sviluppo critico delle competenze nella scuola secondaria. Milano, IT: Franco Angeli.
Poce, A. (Ed.) (2020). Memoria, inclusione e fruizione del patrimonio culturale. Primi risultati del progetto inclusive memory dell’Università Roma Tre. Napoli, IT: ESI.
Poce, A., Agrusti, F., & Re, M.R. (2015). Sviluppo di uno strumento di valutazione delle risorse aperte (OERs). Cadmo, Giornale Italiano di Pedagogia Sperimentale, 2(23), 81-98. doi: 10.3280/CAD2015-002008
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Poce, A., Caccamo, A., Amenduni, F., Re, M.R., De Medio, C., Valente, M. (2020b). A Virtual Reality Etruscan Museum Exhibition–Preliminary Results of the Participants’ Experience. In EDEN Conference Proceedings (Vol. 1, pp. 40-49). Retrieved from https://www.eden-online.org/proc-2485/index.php/PROC/article/download/1757/1465
Ratka A. (2018). Empathy and the development of affective skills. American Journal of Pharmaceutical Education, 82(10), 1140-1143. doi: 10.5688/ajpe7192
Schoonover, N. R. (2021). Exploring visual literacy skills and dispositions through a museum-sponsored online professional development for K-12 teachers. Journal of Visual Literacy, 1-19.
Terrassa, J., Hubard, O., Holtrop, E., & Higgins-Linder, M., (2016). Impact of art museum programs on students: Literature review. Alexandria, VA, US: National Art Education Association.
Thorbun, M. (2017). Wellbeing, education and contemporary schooling. London, UK: Routledge.
Tishman, S., MacGillivray, D., & Palmer, P. (1999). Investigating the educational impact and potential of the Museum of Modern Art’s visual thinking curriculum. Cambridge, MA, US: Harvard Project Zero.
Ungaretti, G. (1969). Il dolore. Milano, IT: Mondadori.
Ungaretti, G. (1916). Il porto sepolto. Udine, IT: Stabilimento Tipografico Friulano.
Ware, C. (2008). Visual Thinking for Design. Amsterdam, NL: Elsevier.
Winefield, H. R., & Chur-Hansen, A. (2000). Evaluating the outcome of communication skill teaching for entry-level medical students: Does knowledge of empathy increase? Medical Education, 34(1), 90–94.
Zannini, L. (2008). Medical humanities e medicina narrativa: nuove prospettive nella formazione dei professionisti della cura. Milano, IT: Cortina.
Zayapragassarazan, Z., & Chacko, T. V. (2019). A gap analysis of critical thinking skills and attitude toward critical thinking among interns. International Journal of Health & Allied Sciences, 8(3), 193-196. doi: 10.4103/ijhas.IJHAS_22_19
Zazulak, J., Sanaee, M., Frolic, A., Knibb, N., Tesluk, E., Hughes, E., & Grierson, L. E. (2017). The art of medicine: arts-based training in observation and mindfulness for fostering the empathic response in medical residents. Medical Humanities, 43(3), 192-198. doi: 10.1136/medhum-2016-011180
Baudelaire, C. (1857). Les Fleurs Du Mal. Paris, FR: Poulet-Malassis & De Broise.
Bentwich, M. E., & Gilbey, P. (2017). More than visual literacy: art and the enhancement of tolerance for ambiguity and empathy. BMC Medical Education, 17(200). doi: 10.1186/s12909-017-1088-8
Bourgault, P., Lavoie, S., Paul-Savoie, E., Grégoire, M., Michaud, C., Gosselin, E., & Johnston, C. (2015). Relationship Between Empathy and Well-Being Among Emergency Nurses. Journal of Emergency Nursing, 41(4), 323-328, doi:10.1016/j.jen.2014.10.001
Brazeau, C. M., Schroeder, R., Rovi, S., & Boyd, L. (2010). Relationships between medical student burnout, empathy, and professionalism climate. Academic Medicine, 85(10), 33-36.
Bufalino, G. (1981). Diceria dell’untore. Palermo, IT: Sellerio.
Carré, A., Stefaniak, N., D'ambrosio, F., Bensalah, L., & Besche-Richard, C. (2013). The basic empathy scale in adults (BES-A): Factor structure of a revised form. Psychological Assessment, 25(3), 679-691. doi:10.1037/a0032297
Catterall, J. S., & Deasy, R. (Eds.). (2002). Critical links: Learning in the arts and student academic and social development. Washington, DC, US: National Endowment for the Arts.
Chatterjee, H. J., & Hannan, L. (2016). Engaging the senses: object-based learning in higher education. New York, NY, US: Routledge.
Cole, T. R., Carlin, N. S., & Carson, R. A. (2014). Medical humanities: an introduction. Cambridge University Press.
Dewey, J. (1910). How we think. Boston, MA, US: DC Heath and Company.
Dominguez, C. (Ed.). (2018). A European review on critical thinking educational practices in higher education institutions. Vila Real, SP: UTAD.
Duhs, R. (2019). “Hands on” learning from museums and collections in higher education. In A. Poce (Ed.), Studi Avanzati di Educazione Museale. Lezioni. Advanced Studies in Museum Education. Lectures. Napoli, IT: ESI.
Gibbs, G. (1988). Learning by doing: a guide to teaching and learning methods. Oxford, UK: Further Education Unit.
Grever, M., De Bruijn, P., & Van Boxtel, C. (2012). Negotiating historical distance: Or, how to deal with the past as a foreign country in heritage education. Paedagogica Historica, 48,873–887.
Halpern, J. (2003). What is clinical empathy? Journal of General Internal Medicine, 18(8), 670-674.
Hakkarainen, K. A. I. (2003). Emergence of progressive-inquiry culture in computer-supported collaborative learning. Learning Environments Research, 6(2), 199-220.
Housen, A.C. (2001). Æsthetic thought, critical thinking and transfer. Arts and Learning Research, 18(1), 99-132.
Hubard, O. (2011). Rethinking Critical Thinking and Its Role in Art Museum Education. The Journal of Aesthetic Education, 45(3), 15-21.
Jacques, A., Stone, L., Tang, R., Hudson, W. A, & Khandelwal, S. (2012). Art of Analysis: A cooperative program between a museum and medicine. Journal for Learning through the Arts, 8(1), 1-10.
Kesebir, P., Gasiorowska, A., Goldman, R., Hirshberg, M. J., & Davidson, R. J. (2019). Emotional Style Questionnaire: A multidimensional measure of healthy emotionality. Psychological Assessment, 31(10), 1234–1246. doi:10.1037/pas0000745
Kim, B. (2001). Social constructivism. Emerging Perspectives on Learning, Teaching, and Technology, 1(1), 16.
Landau, R. L. (1993). And the least of these is empathy. In H.M. Spiro, E. Peschel, M. G. McCrea Curnen, & D. St. James (Eds.), Empathy and the practice of medicine: Beyond pills and the scalpel (pp. 103–109). New Haven, NY, US: Yale University Press.
Lieberman, I. D., & Parker, M. E. (2019). Turning theory into practice: A case study in the arts. Journal for Learning through the Arts, 15(1). doi:10.21977/D915142042
Mukunda, N., Moghbeli, N., Rizzo, A., Niepold, S., Bassett, B., & DeLisser, H. M. (2019). Visual art instruction in medical education: a narrative review. Medical Education Online, 24(1), 1558657. doi:10.1080/10872981.2018.1558657
National Council for Curriculum and Assessment (2017). Guidelines for Wellbeing in Junior Cycle. Retrieved from https://ncca.ie/media/2487/wellbeingguidelines_forjunior_cycle.pdf
Oswald, S., Herman, T., & Jacquin, J. (2018). Argumentation and Language – Linguistic, Cognitive and Discursive Explorations, Social Sciences. Cham, CH: Springer.
Pascoli, G. (1891). Myricae. Livorno, IT: Raffaello Giusti Editore.
Pedersen, E. M. (1995). Storytelling and the art of teaching. English Teaching Forum, 33(1), 2-5.
Poce, A. (2017). Verba sequentur. Pensiero e scrittura per uno sviluppo critico delle competenze nella scuola secondaria. Milano, IT: Franco Angeli.
Poce, A. (Ed.) (2020). Memoria, inclusione e fruizione del patrimonio culturale. Primi risultati del progetto inclusive memory dell’Università Roma Tre. Napoli, IT: ESI.
Poce, A., Agrusti, F., & Re, M.R. (2015). Sviluppo di uno strumento di valutazione delle risorse aperte (OERs). Cadmo, Giornale Italiano di Pedagogia Sperimentale, 2(23), 81-98. doi: 10.3280/CAD2015-002008
Poce, A. & Amenduni, F. (2019). Creative writing and critical thinking enhancement at higher education. In Proceedings of the HEAD’19 5th International Conference on Higher Education Advances, Valencia, Spain,26–58 June 2019 (pp. 459–467). doi: 10.4995/HEAd19.2019.9221
Poce, A., Amenduni, F., Re, M.R., De Medio, C., & Norgini, A. (2020a). Correlations among natural language processing indicators and critical thinking sub-dimensions in HiEd students. Form@re - Open Journal Per La Formazione in Rete, 20(3), 43-67. doi:10.13128/form-9902
Poce, A., Caccamo, A., Amenduni, F., Re, M.R., De Medio, C., Valente, M. (2020b). A Virtual Reality Etruscan Museum Exhibition–Preliminary Results of the Participants’ Experience. In EDEN Conference Proceedings (Vol. 1, pp. 40-49). Retrieved from https://www.eden-online.org/proc-2485/index.php/PROC/article/download/1757/1465
Ratka A. (2018). Empathy and the development of affective skills. American Journal of Pharmaceutical Education, 82(10), 1140-1143. doi: 10.5688/ajpe7192
Schoonover, N. R. (2021). Exploring visual literacy skills and dispositions through a museum-sponsored online professional development for K-12 teachers. Journal of Visual Literacy, 1-19.
Terrassa, J., Hubard, O., Holtrop, E., & Higgins-Linder, M., (2016). Impact of art museum programs on students: Literature review. Alexandria, VA, US: National Art Education Association.
Thorbun, M. (2017). Wellbeing, education and contemporary schooling. London, UK: Routledge.
Tishman, S., MacGillivray, D., & Palmer, P. (1999). Investigating the educational impact and potential of the Museum of Modern Art’s visual thinking curriculum. Cambridge, MA, US: Harvard Project Zero.
Ungaretti, G. (1969). Il dolore. Milano, IT: Mondadori.
Ungaretti, G. (1916). Il porto sepolto. Udine, IT: Stabilimento Tipografico Friulano.
Ware, C. (2008). Visual Thinking for Design. Amsterdam, NL: Elsevier.
Winefield, H. R., & Chur-Hansen, A. (2000). Evaluating the outcome of communication skill teaching for entry-level medical students: Does knowledge of empathy increase? Medical Education, 34(1), 90–94.
Zannini, L. (2008). Medical humanities e medicina narrativa: nuove prospettive nella formazione dei professionisti della cura. Milano, IT: Cortina.
Zayapragassarazan, Z., & Chacko, T. V. (2019). A gap analysis of critical thinking skills and attitude toward critical thinking among interns. International Journal of Health & Allied Sciences, 8(3), 193-196. doi: 10.4103/ijhas.IJHAS_22_19
Zazulak, J., Sanaee, M., Frolic, A., Knibb, N., Tesluk, E., Hughes, E., & Grierson, L. E. (2017). The art of medicine: arts-based training in observation and mindfulness for fostering the empathic response in medical residents. Medical Humanities, 43(3), 192-198. doi: 10.1136/medhum-2016-011180