What’s art got to do with it?—Transfer of learning in museum-based health professions education

Abstract

Museum-based education for health professionals is a rich and expanding field in which educators engage health professions learners in arts-based activities intentionally designed to support transfer of learning from a museum to a clinical context. Museum-based education for health professionals promotes several key learning outcomes including: mastery of core skills such as observation, interpretation, and communication; cultivating personal insight; fostering appreciation for multiple perspectives; opening avenues to explore social advocacy; and promoting wellness. Following a museum-based activity, translational facilitators guide learners through a debriefing process which supports the discovery of real-world connections to clinical teaching, learning, and care delivery. Translational debriefing involves practices such as attending to psychological safety, using reflective listening and open-ended questions, practicing cultural humility, maintaining neutrality, and modeling curiosity. These translational opportunities can also help participants who are themselves health professions educators gain insights into their own teaching practices and provide new tools to incorporate, including bedside teaching strategies and innovative ways to facilitate small group learning.

Keywords:

• Museum based education
• health professions education
• professional development
• translational practice
• visual arts
• medical humanities

Acknowledgements

The authors would like to acknowledge the colleagues we have partnered with and learned from, including Dabney Hailey; Dominique Harz; Joel T. Katz; Ray Williams; Lisa M. Wong; Corinne Zimmermann.

Disclosure statement

No potential conflict of interest was reported by the author(s).