{"database":"biostudies-literature","file_versions":[],"scores":null,"additional":{"omics_type":["Unknown"],"volume":["15(1)"],"submitter":["van Woezik TET"],"pubmed_abstract":["<h4>Background</h4>Engaging with the arts can enrich medical education by fostering transformative learning, reflection, and a holistic view of the patient.<h4>Objective</h4>To explore the development of professional competence of residents in prolonged arts-based medical education.<h4>Methods</h4>We followed residents (n=99) of various specialties as they engaged in arts-based learning through creative and reflective assignments such as painting, sculpting, and formal analysis. Participants were interviewed about their learning process and experiences, one-on-one and in small groups, by independent researchers using short, semistructured interviews. We used grounded theory to inform an iterative process for data collection and analysis over the course of 3 years (2016-2018).<h4>Results</h"],"journal":["Journal of graduate medical education"],"pagination":["50-58"],"full_dataset_link":["https://www.ebi.ac.uk/biostudies/studies/S-EPMC9934825"],"repository":["biostudies-literature"],"pubmed_title":["Seeing the Other: How Residents Expand Their Perspective by Learning With the Arts."],"pmcid":["PMC9934825"],"pubmed_authors":["Reuzel RPB","van Woezik TET","van der Wilt GJ","Koksma JJ","Stap TB"],"additional_accession":[]},"is_claimable":false,"name":"Seeing the Other: How Residents Expand Their Perspective by Learning With the Arts.","description":"<h4>Background</h4>Engaging with the arts can enrich medical education by fostering transformative learning, reflection, and a holistic view of the patient.<h4>Objective</h4>To explore the development of professional competence of residents in prolonged arts-based medical education.<h4>Methods</h4>We followed residents (n=99) of various specialties as they engaged in arts-based learning through creative and reflective assignments such as painting, sculpting, and formal analysis. Participants were interviewed about their learning process and experiences, one-on-one and in small groups, by independent researchers using short, semistructured interviews. We used grounded theory to inform an iterative process for data collection and analysis over the course of 3 years (2016-2018).<h4>Results</h","dates":{"release":"2023-01-01T00:00:00Z","publication":"2023 Feb","modification":"2025-04-04T21:30:42.968Z","creation":"2025-04-04T21:30:42.968Z"},"accession":"S-EPMC9934825","cross_references":{"pubmed":["36817544"],"doi":["10.4300/JGME-D-22-00140.1","10.4300/jgme-d-22-00140.1"]}}