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Scientific literature demonstrated the impairment in cognitive/executive functions and pragmatic language in SLE patients, potentially involving also asymptomatic subjects. The present study focuses on the assessment in an SLE cohort of emotional intelligence, which is an ability regulated by the network of the executive functions, cognitive abilities involved in the initiation, planning, organization, and regulation of achievement-oriented behaviors: with emotional. Thus, emotional intelligence, defined as the ability to reason with emotions, was evaluated in a SLE cohort diagnosed according to the 1997 American College of Rheumatology criteria. As control healthy subjects were enrolled. The Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT), a skill-scale that measures the ability to perform tasks and solve emotional problems, was administered to patients and controls. Second, a group of SLE patients underwent the Visual Thinking Strategies (VTS) method in order to assess the potential impact of art in cognitive skills like critical thinking, problem solving, and emotional intelligence quotient. The protocol also included the evaluation of the improvement of some skills using a validated VTS skill grid. Self-reported scales for anxiety and depression were performed to rule out the influence of mood disorders on emotional intelligence. The present study demonstrated similar quotient scores of emotional intelligence in SLE patients and healthy controls. Furthermore, VTS method could help in improving this cognitive ability in patients, by implementing critical thinking and problem solving, promoting empathy, and improving tolerance to ambiguity and relational capacity.
Using art for medical education is a part of the Medical Humanities approach, which fosters observation skills and a better relationship between health professionals and patients. This article summarizes a body of research in the use of visual arts in medical education, including its neurobiological basis and reports about an experience at the medical curriculum of the University Sapienza of Rome. The use of art in medical training is widespread worldwide, but it is an innovation in the Italian university medical curricula. It is fundamental to teach observational skills, improve psychosocial abilities and lower stress in order to educate professional and resilient healthcare workers.
Background: During university many healthcare students face high stress that can lead to depressive symptoms, worst academic outcomes and socio-relational difficulties. It is necessary to prevent distress and improve quality of life among students teaching them skills to build resilience as observational capacities, critical thinking, work in team and empathy. Methods: The present work describes the protocol of a field trial that contemplates to improve visual literacy skills, decrease stress, promote active listening and work in-group among medical students. The intervention group will be involved in art sessions according to the visual thinking strategies (VTS) method while the control group will not take part in art activities.
Cultural Heritage is considered useful content for learning and for making cross-disciplinary lessons by teachers. On the other side innovative museum education recommends visual strategies and collaborative practices in the museum visit for engaging and stimulating students to enrich their knowledge. This idea allows to build a flipped museum very close to the innovative learning theories. This paper reports research study that investigated application of Visual Thinking Strategies (VTS) practices and collaborative work in museum visit to improve fundamental skills for student from primary school to university. The VTS improve skills that becoming mental processes repeatable, more or less knowingly, every time that it is activated learning mechanism, so VTS can be useful in all education or training subjects and for all students. Furthermore the observation of art related to other disciplines presented how collaborative work allows students to be protagonist of learning process and they can be manage the content with their level of knowledge also to allow inclusion of disability or diversity cultural group. Especially experience with medical students showed how the change of approach to look at art helps them to increase their interest in museum visit.
This study describes how Visual Thinking Strategies (VTS) as a methodological practice can help medical students learn and acquire analytical ability. This ability, capable of improving observational acumen and generally acquired only after years of clinical experience, may be achieved also by recourse to the systematic and reasoned examination of the visual arts, in particular paintings. Students attending the third year Medicine and Surgery degree-course, within the ambit of the faculty’s integrated medical-scientific and humanities teaching-learning activities, followed an elective course which began with a preparatory-explanatory lecture on the analytical methodologies applied to the study of art, followed by a practical workshop held at Rome’s Galleria Borghese and ended with a third and final lecture where the students themselves provided the teachers who conducted the course with direct feedback regarding the three phases of the course. The students’ appraisal of the experiences was positive; the experiment is on-going and has been extended to embrace other courses held by the Sapienza University. Further observations are needed at present to validate the effectiveness to medical training of this kind of course in the long term, even though the limited number of experiments carried out in other countries, whose historical and artistic heritages are undoubtedly not so rich as Italy’s, attest to their undeniable usefulness to students of medicine and surgery at both analytical and, no less important, humanistic-educational level.
Over the centuries the collaboration between artists and doctors and the relationship between art and medicine disciplines have been documented. Since the '60s the discipline of medical humanities has been developed in order to enrich the studies in medical sciences with the humanities. In the belief that medicine is more than just a set of knowledge and technical skills, medical educators have considered important to include the humanities as art, literature, philosophy, ethics, history, in the curriculum of training a good doctor. Despite there are examples of previous use of art as part of the curricula of medicine as a tool to develop the cognitive skills of observation and description, there is a general consensus that the semiotic competence starts from a correct and deep observation, "clinical eye", using senses to diagnose disease. It can talk about "Visual Thinking Strategy" (VTS) in this context. The VTS provides a way to enable the observation of the work of art, the process of analysis, comparison and discussion with others that allows the medical student to acquire a method to be applied also in clinical activity, improving skills in patient examination, by implementing the problem solving and critical thinking, getting used to teamwork, stimulating empathy toward patient and respect for others (whether patient or colleague). The observation practice should be key thing for medical training and this theory can be an aid to improve clinical skills. A trial of VTS for medicine students connected to Semiotic Course in collaboration with the Galleria Borghese in Rome during last academic year was carried out at The Degree Course in Medicine of the Faculty of Medicine and Psychology of Sapienza University. http://media.wix.com/ugd/00b67f_b3defd59257e4b868da8a62f4d8846c7.pdf
L'Arte intesa come tèchne può essere descritta come l'applicazione di un complesso di regole ed esperienze elaborate dall'uomo, quindi della conoscenza, per produrre oggetti o rappresentare immagini tratte dalla realtà o dalla fantasia. Anche la Medicina è una disciplina definita come Arte in quanto capacità di applicare la conoscenza e quindi la Scienza relativa alla salute dell'uomo alla cura della malattia. E non è, probabilmente, un caso che queste discipline spesso hanno recuperato in un rapporto dialettico le esperienze dell'una per lo sviluppo dell'altra. Nel corso dei secoli, infatti, è stata documentata la collaborazione tra artisti e medici. Pensiamo all'arte classica e a quando gli artisti attraverso una pratica di osservazione degli esercizi ginnici degli atleti riuscivano a rappresentare caratteri anatomici ancora poco conosciuti ai medici, i quali non potevano utilizzare, ad esempio, la dissezione di cadaveri vietata per motivi religiosi. Dalle sculture potevano " ammirare " la rappresentazione della tensione muscolare come è possibile vedere nel Discobolo di Mirone. Nel campo della Medicina solo Erofilo di Calcedonia ed Erasistrato, nel III sec. a. C. effettuavano dissezioni su corpi " vivi "
It is generally accepted that the main skills a nurse should have are communication, critical thinking, responsibility, accountability for their decision and action, attention to detail and adaptability. Nurse educators are called to prepare students to pay close attention to detail and to describe them in a language that reflects what is actually occurring. Since the last ’80, there are many experience to find innovative way to help these student to improve their need competence. Art Observation practice seems useful tool to achieve this purpose. In this contex t VTS (Visual Thinking Strategies) method has been applied in nursing education in partnership with Museum educator with positive results. It used PubMed, Google Scholar and Cochrane Database, to identify studies designed to evaluate the effectiveness of VTS on the observational skills of nursing students. The analysis of three qualitative studies founded demonstrate the potential educational benefit of the VTS method in under graduate nursing training. The review suggests that VTS can contribute to development of observational skill, communication, tolera nce of ambiguity and to improve feeling safe in learning and collaborative work.