Details on article
|Author||Zazulak J., Halgren C., Tan M., Grierson L.E.M.|
|Title||The impact of an arts-based programme on the affective and cognitive components of empathic development|
Zazulak J., Halgren C., Tan M., Grierson L.E.M.; The impact of an arts-based programme on the affective and cognitive components of empathic development ;Medical Humanities vol:41 issue: 1 page:69.0
|Link to article|| https://www.scopus.com/inward/record.uri?eid=2-s2.0-84930932472&doi=10.1136%2fmedhum-2014-010584&partnerID=40&md5=fe003693ed090569a745a4a6c38e56da
|Abstract||Medical education research demonstrates that empathic behaviour is amenable to positive change when targeted through educational programmes. This study evaluates the impact of an arts-based intervention designed to nurture learner empathy through the provision of facilitated visual literacy activities. Health Sciences students (N=19) were assigned to two learning groups: a group that participated in a visual literacy programme at the McMaster Museum of Art and a control group that participated in the normal Health Sciences curriculum. All participants completed an inter-reactivity index, which measures empathy on affective and cognitive levels, prior to and following the programme. Those individuals assigned to the visual literacy programme also completed open-ended questions concerning the programme’s impact on their empathic development. The index scores were subjected to independent within-group, between-test analyses. There was no significant impact of the programme on the participants’ overall empathic response. However, subcomponent analyses revealed that the programme had a significant positive effect on cognitive aspects of empathy. This finding was substantiated by the narrative reports. The study concludes that the affective focus of humanities-based education needs to be enhanced and recommends that learners are educated on the different components that comprise the overall empathic response. © 2015, Med Humanit.All rights reserved.
|Search Database||SC (Scopus)