"To Step Outside the Limits of Our Work": Physician Perspectives on Arts-Based Approaches in Continuing Medical Education.

Abstract

The arts and humanities (A&H) have been identified as essential across the continuum of medical education, and have been integrated across a variety of settings for learners in undergraduate and graduate medical education. Despite the possible benefits of A&H-based education for practicing physicians, and the increasing demand for medical education faculty to provide such content to their learners, A&H programming in continuing medical education (CME) remains limited, and less is known about the feasibility, acceptability, and potential impacts of such interventions in CME. This study describes physicians' perceptions of the value and impact of an art-based CME intervention. Four stand-alone CME sessions using pedagogy from the visual arts were conducted over Zoom. A mixed-methods approach (post-session surveys, thematic analysis of focus groups) was applied to assess perceptions of relevance and role of arts in CME, and potential mechanisms for impact. Sixty physicians (North America, Europe, and Asia) registered for at least one session. 100% of survey respondents (n = 35) supported continued integration of arts-based approaches in CME. Over 90% found it relevant to their clinical practice, their roles as educators and their well-being. Participants highlighted how unique aspects of arts-based education facilitated positive impacts on clinical skills, openness to new perspectives and renewal and joy, but noted its "nontraditional" aspects as potential barriers. This study suggests that, while unfamiliarity and scepticism may inhibit use of A&H in CME, physicians may view arts-based CME as a unique way to enhance clinical skills and critical thinking while supporting well-being and a growth mindset amongst established educators.