Ali John Zarrabi1, Laura J Morrison2, Barbara A Reville3, Joshua M Hauser4, Paul DeSandre5, Marsha Joselow6, Jane deLima Thomas3, Gordon Wood4. 1. Department of Family and Preventive Medicine, Division of Palliative Medicine, Emory University School of Medicine, Atlanta, Georgia, USA. 2. Geriatrics Section, Yale School of Medicine, New Haven, Connecticut, USA. 3. Harvard Interprofessional Palliative Care Fellowship, Dana-Farber Cancer Institute/Brigham and Women's Hospital, Boston, Massachusetts, USA. 4. Division of Palliative Care, Northwestern University Feinberg School of Medicine, Chicago, Illinois, USA. 5. Department of Emergency Medicine, Emory University School of Medicine, Atlanta, Georgia, USA. 6. Palliative Care Program, Boston Children's Hospital, Boston, Massachusetts, USA.
Abstract
Objective: To describe museum-based education (MBE) as an emerging pedagogy in our four hospice and palliative medicine (HPM) training programs. Background: MBE is a pedagogy that uses art and the museum space to promote a variety of skills, including reflective practice, self-awareness, and interprofessional teamwork. While MBE has been extensively applied and studied in undergraduate medical education, it is not a common educational strategy in HPM education. Methods: We summarize the characteristics of MBE initiatives in our institutions, including makeup of fellowship class, MBE site, facilitators, exercises, number of sessions, number of years using MBE, and expenses and funding to support MBE in our training programs. Results: To date, we have used MBE to train 104 HPM fellows. Evaluations from MBE have been overwhelmingly positive. Conclusion: MBE holds great promise as a pedagogic strategy to improve metacognition, tolerance of uncertainty, appreciation of multiple perspectives, and teamwork among hospice and palliative care professionals. Further research is needed to identify best practices for MBE across HPM training programs.
Objective: To describe museum-based education (MBE) as an emerging pedagogy in our four hospice and palliative medicine (HPM) training programs. Background: MBE is a pedagogy that uses art and the museum space to promote a variety of skills, including reflective practice, self-awareness, and interprofessional teamwork. While MBE has been extensively applied and studied in undergraduate medical education, it is not a common educational strategy in HPM education. Methods: We summarize the characteristics of MBE initiatives in our institutions, including makeup of fellowship class, MBE site, facilitators, exercises, number of sessions, number of years using MBE, and expenses and funding to support MBE in our training programs. Results: To date, we have used MBE to train 104 HPM fellows. Evaluations from MBE have been overwhelmingly positive. Conclusion: MBE holds great promise as a pedagogic strategy to improve metacognition, tolerance of uncertainty, appreciation of multiple perspectives, and teamwork among hospice and palliative care professionals. Further research is needed to identify best practices for MBE across HPM training programs.
Authors: Margot Kelly-Hedrick; Natasha Chugh; Ray Williams; Flora Smyth Zahra; Mark Stephens; Margaret S Chisolm Journal: Acad Psychiatry Date: 2021-07-22