Creative Arts

The creative arts can relate to many forms of the arts embodied in action and practice among them (but not restricted to) drama, dance and musical performance, visual arts, writing, publishing, graphic arts, cartooning, film, multi media and design.

In Humane

To be humane is to have or show compassion or benevolence.

Being concerned with the alleviation of suffering.

To interact with care, consideration and respect.


the word medicine is from the Latin ars medicina, meaning the art of healing.

Broadly speaking the practice of medicine is to be

active in the prevention and treatment of illness.

Saturday, December 8, 2012

Professor Yale School of Medicine Advocates for a Global Ethic Through Arts and Aesthetics

  This article was  published at the International Journal of the Creative Arts in Interdisciplinary Practice blog, Arts Crossing Borders.   Dr. Lee was also a contributor to the book, Creative Arts in Humane Medicine, Editor C.L. McLean, publisher Brush Education (dist. University of Toronto Press)

The Critical Role of the Arts in Global Governance

 IJCAIP blog Arts Crossing Borders/Guest Post
by Bandy X Lee, Assistant Clinical Professor of Psychiatry,
Yale School of Medicine

Building a Global Ethic through Aesthetics

In Ancient China, apart from hereditary power, there were scholar officials who determined the affairs of the state.  These officials were in fact artists, theoretically from any background or social status, who won competitions in poetry, calligraphy, and painting.  Of course, learned philosophy came through in their artwork, but the purpose was to select the greatest humanists, who were assumed to have the greatest wisdom and therefore an ability to make important governing decisions.  This is the kind of civilization that has become legend, one that we can only imagine in our day.
Similarly in Ancient Africa, political systems often consisted of circles of tribal members, divided by age group and gender, which would hold discussions, over and over, until a problem reached its resolution.  Other than that of the chief, political appointments were rare and arose more out of necessity of situation.  This maintained order in a widely spread, decentralized system, kept solutions at a very human (and humanistic) level, and probably prevented any individual or entity from taking over, as has occurred post-Western influence.
As we emerge from some political storms in the U.S. and the rest of the world (wherein Europe went through twelve leadership changes over the past two years), the differences between  our social and political structures come  to light.  Our system requires such specialized knowledge to maneuver, that it seems the greater this knowledge, the less room there will be for a true understanding of human affairs, not to mention human solutions.  A result is that rampant immorality and injustice are permitted to reign without regard to human and societal casualty—the kind that any scholar official or tribal member would have long recognized as antithetical to the purpose of government.
Instead, our system allows us to deny almost any problem, some of terrifying proportions: global climate change, destruction of the planet, erosion of democracy, depletion of social safety nets, plunder of the poor, and illegal wars, to name just a few.  We are told that the source of our problems is complex and mysterious, and the solutions beyond the reach of an average citizen.  Meanwhile, we are the ones tightening our belts in a nation that possesses half the world’s wealth, and we on the ground are the ones to feel, at a visceral level, the consequences of decisions that we did not make.
If Plato called for philosophers to become rulers for global decision-making to carry thoughtfulness, we might call upon practitioners of creativity for ethical bearing.  While education empowers populations by alerting them to ways in which oppression can occur, the arts do so by centering the heart such that one will refuse to accept injustice or untruth (the role of aesthetics in ethics is not new[1]).  

"....what education achieves cognitively, art does emotionally—and with most problems facing us now originating in humans, we see that we are in great need of collective emotional healing.  In this context, it does not help that we marginalize artists from “Bohemia” to misery—a distant cry from the position of scholar official—for the suffering of artists often foreshadows the suffering of a whole civilization."
Thus, in developing a proper perspective for global ethics, those in the creative fields may have a crucial role to play.  Few professions take on the highest and ultimate of human expression and are sensitive to any curtailing of human thriving (Henry James, for instance, suffered with a prescience of the Second World War while everyone was rejoicing the end of the First and politicians were emitting sighs of relief).  Their sensitivity can become a guide for ethical global governance.  Adherence to basic principles, for example, is how artists maintain coherence in their work, unlike scientists, who take a more methodological approach of fragmenting the whole so that the parts can be scrutinized more carefully (which are then added together to reconstruct the whole; science and other fields, at their best, can be an art, as is Einstein’s physics or Osler’s medicine).  A more artistic approach fosters the development of judgment and wisdom, by staying close to the human experience and keeping sight of the whole—and readily varying method according to overall need.
The artistic approach, then, might lead to the recognition of principles over rules, like the African governing circles that brought no concrete formula other than to answer a specific question.  Amid changing conditions, keeping with original purpose can allow us not to lose sight of the basic principles that every healthy society seeks (and which keep societies healthy): harmony, equity, justice, and peace.  We might then work toward true prosperity rather than an ideology of Capitalism or global domination.  We might actually solve problems and not let rules and procedure trump purpose, which then require a heaping of more laws and regulations upon them to try to correct, with ineffectual results.  Retaining a firm vision, far from being impractical, can facilitate expedient and ethical governance.  Restoring artists and creative individuals to a role in global governance, far from being unthinkable, may bring back the human sensitivity that was emblematic of the scholar officials and might perhaps be a step toward restoring our society into a higher, healthier civilization.
Bandy X. Lee, MD, MDiv
Assistant Clinical Professor
Law and Psychiatry Division
Yale University

We thank Dr. Lee for this important contribution to our IJCAIP blog, "Arts Crossing Borders".  Dr. Bandy Lee is a violence studies specialist.  She trained as a psychiatrist at Yale and Harvard Universities and focused on public-sector work as chief resident and was active in  anthropological research in East Africa as a fellow of the National Institute of Mental Health.  In addition, she worked in several maximum-security prisons throughout the United States, consulted with governments in Ireland and France, and helped to set up violence prevention programs both in the U.S. and abroad.  She is currently Assistant Clinical Professor, Law and Psychiatry Division, Yale University and teaches students representing political asylum seekers through Yale Law School.  She also served as Director of Research for the Center for the Study of Violence, as consultant to the World Health Organization, and as speaker to the World Economic Forum.  Her interests are in public health approaches and transdisciplinary research/discourse, and she organizes an annual colloquium series called
'Making Sense,' to bring together the arts, the sciences, and the practical disciplines.


[1] Cf. Scarry, Elaine. On Beauty and Being Just.  Princeton, NJ: Princeton University Press, 1999.

Monday, December 3, 2012

Creative Arts in Interdisciplinary Research: A Credo

A Credo for The Creative Arts in Interdisciplinary Research
by Cheryl McLean

as delivered in the keynote address, Creative Arts in Interdisciplinary Research,
A Pond of Interdisciplinary Opportunity, 
at the Arts Based Research Network Symposium, 
Acadia University, Wolfville, N.S.,
October 5, 2012.

Photos from book Creative Arts in Research for Community and Cultural Change,  Detselig Temeron Press

I dream for the creative arts in interdisciplinary research a credo. I believe we will continue to share our own lives, our experiences for witness and the lives and experiences of others, and that we will embody our stories without shame, take pride in our identities and unique histories, teach through our sufferings and inspire through our celebrations.  We will have the freedom to speak without fear, embody and re-illuminate the human story, stage human vulnerability, foster citizenship and give voice to the silenced, the oppressed and the marginalized whether from a stage, an art gallery, around a kitchen table, a study circle or from the streets of our inner cities.

We will continue to support one another and build our research capital, keep telling the stories of our work, communicate our scholarship outside the academy and across disciplines in a multitude of creative and accessible ways to the broadest possible audiences.

We will endeavour to meet often and in person around the most critical needs facing our communities at home and around the world and offer creative and life giving ideas for healthy, clean and safe environments while creating spaces for  human expression and connection that  foster acceptance and acknowledge people as human beings of value. 
I believe through the creative arts in interdisciplinary research and practice we can create opportunities and communities for change and together accomplish the extraordinary.

Cheryl McLean is Executive Editor and Publisher of The International Journal of The Creative Arts in Interdisciplinary Practice IJCAIP and  Editor of the books "Creative Arts in Interdisciplinary Research, Inquiries for Hope and Change" and "Creative Arts in Research for Community and Cultural Change", Detselig Temeron Press, 2010, 2011 and "Creative Arts in Humane Medicine", Brush Education Inc. (for release 2013).

Friday, November 23, 2012

American Medical Students' Association Humanities Institute


AMSA Humanities Institute

February 1-3, 2013
Sterling, VA (AMSA National Office)

Sponsored by Brown University Program in Arts and Medical Humanities, Department of Emergency Medicine

Application Deadline: December 1, 2012

The Humanities Institute is designed for students who appreciate the power of using creative expression to bear witness to their patients and their own experiences in medicine. This institute incorporates narrative medicine, creative writing workshops and the arts, along with hands-on sessions that explore topics of student wellness and avoiding burnout. Sessions are led by guest faculty physicians, authors, and wellness experts.
Sample sessions may include the following topics:
  • Writing for Social Justice
  • Medical Representation in Film, Photography & the Arts
  • Honing Interviewing Skills through Narrative
  • The Physician-Poet
  • Writing for Wellness
  • Professionalism & Ethics in Writing
  • Medical Journalism
  • One-on-One Writing Meetings with guest authors
  • Healers' Voices: Open Mic Night
  • Well Student Workshops: yoga, nutrition, managing stress, & more!
The AMSA Humanities Institute is an intensive experience with both didactic and experiential learning components. It combines student-led and field expert-led sessions. AMSA institutes are open to pre-medical, medical, resident, and allied health members. The AMSA Academy is a training ground for physician leaders, established by and for students. The Academy strives to empower medical and premedical students to effect change in medicine.

For more information about the AMSA Humanities Institute:

Tuesday, November 6, 2012

Creative Arts in Medical Education and Health Fostering Humane Medicine

 Arts Alive and Thriving in Medical Education

Cheryl L. McLean, 

Publisher,International Journal of the Creative Arts in Interdisciplinary Practice

Among the fundamental principles of humanistic medicine or values based medicine are open communication, mutual respect and relationship centred care. There is a growing trend toward integrating the arts in medical education and programming to help address these humanistic needs.
"In the US, a recent study found that over half of all US medical schools involved the arts in learning activities (Rodenhauser, Strickland, & Gambala,2004)  to help  foster student well-being, enhance teaching and learning, and improve clinical and relational skills, for example, observation and diagnostic skills, reflection and insight." ( Excerpt from the article by Pamela Brett-MacLean Ph.D. Use of the Arts in Medical and Health Professional Education, University of Alberta Health Sciences Journal • September 2007 • Volume 4 • Issue 1)
In Canada, Dalhousie University, Halifax, Humanities in Medicine, offers five core initiatives: History of Medicine; Narrative Medicine (oral storytelling film, mass media, and literature); Music; Spirituality; and Visual Arts.  The Arts and Humanities in Health and Medicine Program at the University of Alberta was launched in May 2006. The program is directed to engendering a balance of scientific knowledge and compassionate care with a mission statement that formally acknowledges “the explicit recognition within the Faculty that clinical practice is both an art and a science.” 

At the University of Toronto, the Undergraduate Medical Education (UME) Program has begun a systematic integration of different types of narrative into the curriculum with a new Companion Curriculum which offers support to the empathic or “moral imagination”, and allows students to consider the internal experiences of patients,  families, other students and healthcare professional (see Health, Arts and Humanities Programme, University of Toronto, )

Programs integrating the arts and humanities in medical education continue to flourish and gain momentum with leading medical schools and universities offering programming such as Stanford School of Medicine, Arts, Humanities and Medicine, established to promote creative and scholarly work at the intersections between the arts, humanities and medicine.   At Yale School of Medicine, The Yale Medical Humanities and the Arts Council is committed to fostering the use of the humanities, social sciences, and the arts as a lens for examining issues in health, medicine, and healing.  Arts& Humanities at Harvard Medical School  aims to promote the role of the humanities in medical education, clinical care and research. A recent survey of the Harvard Medical School Community assessed the level of interest in the role of art, literature, music and theatre in medical education and patient care. After obtaining IRB approval, the survey was sent out to 13,512 faculty, trainees and students. Preliminary student responses were presented at the Harvard Academy Medical Education Day and showed that 72 percent of students who responded participate in the arts and 69 percent would support a formal program to integrate the arts into the medical school curriculum."

 The Centre for Medical Humanities at Durham U.K. offers a  research programme organized around five research clusters,  Imagination and Creativity; Practice and Practitioner; Policy Politics Collective; Transfiguring and Mind Body Affect.

The arts can offer creative opportunities for learning and a place for self expression and healing. A leader in the field of Narrative Medicine, Dr. Rita Charon, Professor of Clinical Medicine and Director of the Program in Narrative Medicine at Columbia University has long advocated for the use of narrative in medical education to honour stories of illness. Dr. Arthur Frank, Professor of Sociology, University of Calgary, and author of “The Wounded Storyteller, Body, Illness and Ethics”, writes about the meaningful uses of storytelling for those experiencing illness, “The personal issue of telling stories about illness is to give voice to the body, so the changed body can become once again familiar in these stories.”

The International Journal of The Creative Arts in Interdisciplinary Practice IJCAIP Published by  Cheryl L. McLean is an international  open access journal with a mission  to publish and  disseminate worldwide, quality information, research and knowledge about the creative arts in interdisciplinary research and  practice.  The web based open access academic journal  is accessible to researchers, educators and students in over 15,000 libraries in 60 countries around the world including developing nations and has published several textbooks, among them the upcoming text book   Creative Arts in Humane Medicine edited by McLean with publisher Brush Education, a provocative  new text for medical educators developed in response to the growing need for resources in the arts and medicine.  The edited volume explores the field internationally featuring  illustrative examples of the arts in action in medical education and practice. 

The IJCAIP  journal frequently publishes peer reviewed research and articles featuring leaders active in  the arts and medicine. In the issue,  "Physicians Speak Out About Arts in Medicine", physicians were offered the opportunity to voice their stories and share examples of how they use the arts in medical education. The article “Stories and Society, Using Literature to Teach Medical Students About Public Health and Social Justice,” was contributed by Martin Donohoe, MD, FACP, Adjunct Associate Professor, School of Community Health, Portland State University and Senior Physician of Internal Medicine at The Kaiser Sunnyside Medical Centre.  Donohoe offered an argument for “enhancing public health education of medical students through the use of literature with the goal of creating activist physicians knowledgeable about, and eager to confront, the social, economic and cultural contributions to illness”.  

In the same issue Dr. Maureen Rappaport reported on the creative writing course she teaches as an elective to fourth year medical students at McGill University, a course that provides an important place for students to express feelings through narratives and poetry.  

Physician and Educator Dr. Pippa Hall at The University of Ottawa, has been a palliative care physician for over ten years integrating arts into learning activities for pre-licensure students and in post graduate programs as well as in continuing professional development activities in nursing and spiritual care. She explained how she found the arts in many forms provided opportunities for learning while offering new insights into the human condition. 

 The International Journal of the Creative Arts in Interdisciplinary Practice IJCAIP also explored the exciting potential for other innovative and creative technologies incorporated into teaching and medical education. Kim Bullock, MD, family medicine and emergency room physician, and Director of the Community Health Division and Assistant Director of Service Learning in the Department of Family Medicine at Georgetown University, Medical Centre, Washington reported she believes digital storytelling in medical education has the potential to “link the social, environmental, and historical issues that influence health and illness through graphics”. “What emerges,” she writes, “are voices from the community that bear witness to issues that influence health including problems related to the environment, housing, public safety violence, inequities ..”

There are other international events that demonstrate growing support and advocacy for educational programming  at the intersections of the arts and  medicine.  The AMSA (American Medical Students' Association)  Academy has been established by and for students, a training ground for physician leaders empowering medical students to affect change in medicine.  AMSA has over 150 chapters in medical schools across the country and an estimated  350 pre-med chapters. This translates into more than 68,000 members, including medical and premedical students, residents and practicing physicians.  
In a recent interview for the upcoming  book, "Creative Arts in Humane Medicine" Aliye Runyan M.D.,  Education and Research Fellow, American Medical Student Association,  reported The AMSA has a history of leadership advocating for the humanities in medical education.  Just one example is The Medical Humanities Scholars' Program.   "The Medical Humanities Scholars' Program," reports Runyan, "exposes students to lead faculty in narrative medicine, humanities and the arts as they explore reflective capacity, communication, self care and the art of listening to their patients' stories. Cheryl McLean will be a guest facilitator for the upcoming AMSA webinar, March 21,  "Arts Alive and Thriving in Medical Education", part of the AMSA Medical Humanities Scholars' "Perceptions of Physicians in Literature and the Arts" series.

  Generally speaking many of  these trends in programming  reflect a renewed interest in the arts and medicine as it relates to human communication.

  According to a recent article in Family Medicine, "the Association of American Medical Colleges, the US Liaison Committee on Medical Education, the Committee on Accreditation of Canadian Medical Schools, the Accreditation Council for Graduate Medical Education have called for medical educators to carefully define, teach, and evaluate communications skills for physicians in training." (Haq, Steele, Marchand, Seibert, Brody, Family Medicine,Vol. 36)

With new emphasis on communication, mutual respect and relationship building,  be it interprofessionally or between physicians and patients the upcoming book  Creative Arts in Humane Medicine will be a topical resource for  educators in the Medical Humanities, Public Health, Health Promotion, Social Work and the Social Services providing helpful examples for educators, students and others interested in using the arts in education to help contribute toward a more caring and empathic approach to medicine and practice. 
Cheryl L. McLean, Editor


Saturday, October 20, 2012

New Arts and Health Book Receives Submissions from Leading Medical Educators Worldwide

The Arts are Alive and Thriving in Medicial Education proven by the over 100 excellent international submissions received for consideration for the upcoming book, “Creative Arts in Humane Medicine”. Here are just a few of the institutions represented:

London (UK) School of Medicine and Dentistry

The New School, New York

Stanford Medical School, California
Dalla Lana School of Public Health, Toronto
Department of Family Medicine, University of Alberta  
Faculty of Medicine, University of British Columbia
Melbourne Dental School, Melbourne, Australia
University of Newcastle, Australia
Edmonton Clinic, Health Academy
Faculty of Health and Social Care, London (UK)  South Bank University
University of New Mexico Hospitals
University of Medicine and Dentistry of New Jersey
Durham University, UK
Massachusetts College of Pharmacy and Health Sciences
University of Saskatchewan
Health Sciences, McMaster University, Hamilton
Performance, Faculty of Music, University of Toronto
School of Nursing, Ryerson

Universidad Complutense de Madrid 
Barts and London School of Medicine and Dentistry
Biomedical Communications, Biology, University of Toronto

Sunday, October 14, 2012

Creative Arts in Humane Medicine Welcomes Innovative Ideas for Creative New Approaches in Learning

 It has been a busy several weeks as we have received an overwhelming response to our call for abstracts for the book, "Creative Arts in Humane Medicine".  Medical Educators, Physicians, Scientists, Psychiatrists, Nurse Educators, Practitioners, Therapists and Clinicians and students  from medical schools, universities and health organizations across Canada, the U.S., U.K. and abroad, educators and health professionals
with varied and extensive experience,  have submitted novel ideas and approaches describing their work in the arts and health/medical education.  Clearly the arts in medical education are alive and thriving and this new text is shaping up to be a helpful resource in a growing area of study.  We are still open to hearing from those who may like to submit an abstract which describes how they use  the arts in medical education to help foster humane medicine.  The due date for submissions has been extended to October 22.  See call for papers

Wednesday, September 12, 2012

Physician Reports the Arts and Digital Story in Medical Education Helps Teach Students About Patients

"Creative artistic expression has only recently been integrated into the teaching and practice of medicine. The use of various forms of art through painting, narrative, sculpture and music has been shown to be both therapeutic as well as instructive to both instructor and student, physician-healer and patient. The use of expressive voice as a methodology for encouraging students to understand and translate their knowledge into practice is consciousness raising. It also offers the opportunity to give students an understanding of the complexities of emotion, and its connections with health and illness.

Although not always clear to students because of their rigorous and long years of study, health education centers around the study of people, and the subsequent call to action.
This action is rooted in identifying the social condition through various mechanisms, the more creative and personal the more effective and impactful.

The inclusion of art enriches the understanding of self and place giving life to new interventions that heal.

The Georgetown Department of Family Medicine has chosen to use digital stories as a mechanism to move students from the written page to the visual image. This tool links the social, environmental, and historical issues that influence health and illness through graphics. The students are encouraged to include the collective community voice, learn about patient-centered themes and issues, in addition to determining effective solutions which contribute to the healing process.

Kim A. Bullock M.D., Georgetown Department of Family Medicine, Washington
Quote From IJCAIP Journal, October, 2009, Issue 8, "
Physicians Speak Out About Arts and Medicine" See also Creative Arts in Interdisciplinary Practice, Inquiries for Hope and Change, Editor Cheryl McLean, Associate Editor Robert Kelly, Detselig Temeron Press, Teaching Medical Students about Patients as Educators, Kim A. Bullock, Kathleen L. McNamara, Donna D. Cameron(2010)

Saturday, September 8, 2012

The Arts in Health and the Education of Medical Learners

"As a palliative care physician for over 10 years now, my experiences in working with individuals who are embarking on the final stages of life’s journey, as well as with their families, has highlighted the need for the art and the science of medicine. A holistic approach that requires attention to the physical, psychological, socio-cultural and spiritual/existential dimensions of a person’s illness requires an openness to the human experience which is not taught in the traditional training of health care providers, and many studies illustrate important deficiencies particularly in medicine. This holistic approach, based on relationship-centred care, can facilitate healing even in a person with terminal illness.

The arts can serve as a doorway through which one can pass to explore different cultures, traditions and ways of knowing. The arts can serve as a medium for a “shared humanity of creativity in connection” (McIntyre, 2004, p. 260). The arts are experiential, engaging senses, feelings and emotions as well as cognitive functions. The arts provide a forum where individuals can share perspectives and learn to appreciate the richness that diversity offers and add to our understanding of any given situation.

The arts provide insight into the human condition.

Excerpt from article by Pippa Hall MD, CCFP, M.Ed., FCFP, The International Journal of the Creative Arts in Interdisciplinary Practice, IJCAIP Journal, October, 2009
Issue 8, "Physicians Speak Out About Arts and Medicine"

Arts in Health Book Call for Abstracts

International Journal of

The Creative Arts in Interdisciplinary Practice IJCAIP

New Call for Abstracts for upcoming book….
“Creative Arts in Humane Medicine”
Publisher: Brush Education, Calgary
Editor: Cheryl L. McLean
Creative Arts in Humane Medicine” will be a contemporary educational textbook, a practice oriented collection which presents stories and illustrative examples demonstrating how the creative arts can be used in multiple ways in medical and health professional education and practice.

This new book follows the success of the CAIP, Creative Arts in Interdisciplinary Practice Series, “Creative Arts in Interdisciplinary Practice, Inquiries for Hope and Change” and “Creative Arts in Community and Cultural Change”, edited by Cheryl McLean, Publisher of The International Journal of The Creative Arts in Interdisciplinary Practice and Dr. Robert Kelly, Professor, Faculty of Arts, University of Calgary, published by Detselig Temeron Press, 2010, 2011. Creative Arts in Humane Medicine” is a project of The International Journal of The Creative Arts in Interdisciplinary Practice and will be published by Brush Education, Calgary. The book is scheduled for release in 2013 and will be available in both hard copy and ebook formats.
About the Book
Creative Arts in Humane Medicine” will be a much needed educational resource in contemporary medical education and health, a compelling and informative textbook for medical educators, physicians, nurse and health professional educators and their students as well as for those engaged as educators in the Medical Humanities, in Public Health, Health Promotion, Social Work and the Social Services and for others interesting in the burgeoning field of arts and health.
As its title suggests, thematically we are especially interested in how the creative arts are used in many forms to help foster humane medicine and to “humanize” healthcare.

We will be featuring compelling articles about the story of the work in action, contributions that move beyond simple descriptions of arts in health programmes. We want to know, what is the story of this work, the narrative behind the reasoning for using this approach? Was there a particular challenge or need that the work was addressing? What was the intended goal of the programme? What were the results? Although this is not a formal research collection per se, Creative Arts in Humane Medicine is a university level textbook which will be used widely by health educators. The methods and approaches presented should be described within a theoretical and contextual framework, citing available source references and research when possible or referring to other studies supporting this approach. Once the approach is adequately described there will be an “action” component to each contribution with some focus on how the approach might work experientially in practice with suggested exercises, and how to’s for other educators and professionals to help integrate the approach into educational sessions, workshops etc.
In terms of the shape of the book itself, the topics below are a general guide only. Please do not feel restricted by this list. We are open to considering other creative topic suggestions that deal with innovative approach to the arts in humane medicine in medical education and healthcare.
Here are some important areas which have been identified as most relevant to medical educators and those active in healthcare education and practice:
Arts methods which provide creative opportunities for respectful and open human communication between and among healthcare professionals as well as between practitioners and patients, families etc. (moving beyond simple role plays commonly seen in medicine, how can the arts create dynamic opportunities to increase embodied experience and open the way for critical discussion and potential changes in practice and policy?)
Arts enhancing observational skills, fostering empathy (examples visual art, fabric art, drama, collage etc.)
the use of the arts in varied forms to teach about the importance of ethical decision making and challenges (narrative, poetry, drama/other)
Story and Narrative
How story and narrative can be use effectively in medical education and in healthcare
Methods that help provide opportunities for expression/feelings/experience (narratives and personal stories from caregivers and patients, examples)

Humanizing Space: Creative Arts and Applications of Design and Technology in Health
Arts in innovative design and architecture, how design contributes to wellness and a healing environment, 

New ways technology can be used creatively to enhance health education and/or practice (example digital story)
Practitioner Self Care
Burn out, mental health issues, life balance, time management, stress reduction (mindfulness and meditation etc.)

 Creative Arts in Aging and Health
Creative arts methods applied in aging and health for caregivers and older persons
How the creative arts can be helpful for physicians, nurses and other healthcare professionals in work in death and dying and in palliative care as health professionals and families cope daily with the human realities of death, loss and grief

Multi cultural Perspectives
How other cultures use the creative arts in innovative ways in education and healthcare, aging and health etc.
How the art of comedy and humour can play a critical role in humanizing medicine/healthcare for caregiver and patients alike.
Instructions for Submitting Abstracts:

We are welcoming abstracts from educators, physicians, nurses, mental health educators and therapists and other health professionals as well as from artists and individuals with compelling stories to tell who have had personal experiences with arts and health.
Please send abstract only (max. 200 wds.) by email to as a Word email attachment, “abstract CAHM” in the subject line, before October 22, 2012 deadline. Double space. Please be sure to include your name, affiliations and contact information, email address.

Those selected will be asked to send full papers (max. 6,500 wds.) by January 15, 2013.

All contributors whose full papers are published will receive thank you copies of the book upon publication.

Kindly circulate, thank you.