Open AccessFine arts for medical students: driving transformative debates
Author(s) -
Daniel Araujo Kramer de Mesquita,
Patrícia Zen Tempski,
Fernanda Carvalho,
Thais Saraiva Leão Cunha,
Larissa Barbosa Paiva,
Mariana Pontes Baquit,
Rafaela Vieira Corrêa,
Renata Rocha Barreto Giaxa
Publication year - 2022
Publication title -
revista de medicina
Language(s) - English
Resource type - Journals
eISSN - 1679-9836
pISSN - 0034-8554
DOI - 10.11606/issn.1679-9836.v101i2e-189268
Subject(s) - feeling , context (archaeology) , transformative learning , thematic analysis , the arts , psychology , graduation (instrument) , qualitative research , perception , medical education , pedagogy , medicine , sociology , social psychology , visual arts , social science , art , engineering , paleontology , mechanical engineering , neuroscience , biology
Debating arts during graduation can be a creative way to develop new perceptions and perspectives for medical students. To promote activities that aim to create moments involving humanistic themes, simultaneously to technical medical knowledge, such as arts and physical activities in a playful setting, remains a challenge. A extracurricular Global Improvement Programme of Medical Students (GIPMS) of the University of Fortaleza was created on this context, and included meetings involving various artistic stimuli. Purpose: The objective of this paper is to evaluate if the contact with art during graduation in the context of GIPMS can generate perceptions, feelings and reflections to provide important debates. Methods: A prospective qualitative study was conducted including a total of 42 focal group sessions, which were recorded and fully transcribed. Each group was conducted by 2 mentors, and all 6 focal groups used standardized qualitative questionnaires each session, which were performed every 45 days. A thematic analysis of the transcripts was performed, confirmed with the QSR NVIVO software (version 11). Results: A total of 40 students (15 men and 25 women) participated in this one-year study. The categories found were: Artistic stimuli were able to make participants think (124 quotes), feel (78, 65 about positive feelings and 13 about negative ones) and remember (41). The following stood out: the influence of the time load of studies in the time dedicated to the arts and the reflections. (61); relationship between the arts and life and academic productivity (75); changes in attitudes provided by the proposed artistic stimuli (38 citations). Conclusions: The program was able to generate, in an innovative way, new perceptions of feelings, sensations and reflections, as well as to evoke memories that provided important debates, which, according to the students themselves, served as inspiration to change perspectives and attitudes and provided subjective benefits in academic life.