"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)