| Id | 720 | |
| 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 | |
| Reference | 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 |
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| 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 |
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| 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. |
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|---|---|---|---|---|
| 948 |  |
Secker J., Heydinrych K., Kent L., Keay J. | Why art? Exploring the contribution to mental well-being of the creative aspects and processes of visual art-making in an arts and mental health course | 81.627 |
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Gillam T. | Enhancing public mental health and wellbeing through creative arts participation | 86.4334 |
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Scott S.D., Brett-MacLean P., Archibald M., Hartling L. | Protocol for a systematic review of the use of narrative storytelling and visual-arts-based approaches as knowledge translation tools in healthcare. | 87.6382 |
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| 938 | |
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Collette N. | Art therapy and cancer Arteterapia y cáncer | 95.342 |
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| 727 | |
Rocha V., Schall V.T., Lemos E.D.S. | The contribution of a science museum towards formation of healthcare concepts among young visitors A contribuição de um museu de ciências na formação de concepções sobre saúde de jovens visitantes | 98.4728 |
| 601 | |
Pettersson C. | Psychological well-being, improved self-confidence, and social capacity: bibliotherapy from a user perspective | 100.706 |
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Wyatt M., Liggett S. | The Potential of Painting: Unlocking Disenfranchised Grief for People Living With Dementia | 100.826 |
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