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Museum-based learning activities provide interactive and innovative ways to integrate the arts and humanities into medical education. Like other museum-based activities, the Group Poem supports the development of multiple clinically relevant skills and attributes, such as observation, communication, perspective-taking, empathy, and implicit bias awareness. In this paper, we present a step-by-step guide for educators seeking to design and implement a museum-based Group Poem activity for medical learners. The overall 'task' of the activity is for learners to collectively create a poem that they perform for others, a process that participants find to be engaging and meaningful to their formation as physicians. In this paper, we provide specific directions on pre-selecting the works of art, preparing the supplies, dividing into small groups, providing iterative instructions to learners, managing the timing of the session, and debriefing the activity. Although designed to be experienced in an art museum, we note that the Group Poem activity can also be conducted in the classroom or virtually using photographic or digital reproductions of artwork. [ABSTRACT FROM AUTHOR]

This paper explores the role of reflective practice in the medical field and investigates the factors that influence reflective writing. While reflective practice is widely acknowledged as crucial in medical education, there is a need to expand its conceptual boundaries and move beyond mere pedagogical exercises. The paper argues for the inclusion of creative writing, specifically poetry, as a form of reflective practice that allows medical students to effectively process their emotions and develop a more compassionate approach to patient care. By engaging in poetic expression, students can navigate ethical dilemmas, reflect on personal challenges, and cultivate empathy and appreciation for diverse perspectives. [ABSTRACT FROM AUTHOR]

Virtual Poetry and nursing have much to say about humanity during and after the global lockdown. Whereas nurses have worked on the front lines to treat infected patients both physically and mentally, poets have played a tremendous role in relieving students of negative energy, motivating them to pursue their dreams and hopes. Building on Thematic Analysis and the Reflective Learning Approach, this paper examines the relationship between virtual poetry and nursing education. One focus group from Agadir city had to study English at ISPITS institute for 14 h, using Google Meet and, at a later stage, they were entailed to evaluate their learning experiences with the Online English Class. The results unveiled that the Moroccan student nurses share a great concern for humanity and that virtual poetry could be used as an instructional medium in shaping their personality traits and reinvigorating their academic goals about the nursing practice. [ABSTRACT FROM AUTHOR]

Objectives: The arts are increasingly recognised as important and beneficial activities for people living with dementia. However, there is little peer-reviewed published research exploring arts-based learning for dementia care staff. In response, this paper explores (a) how dementia care staff describe forms of communication in care settings, and (b) the impact on communication following four sessions of 'Creative Conversations', an arts-based intervention for skills development. Method: Fourteen care homes received the intervention, delivered as 4 × 2 hour sessions. The intervention uses a range of activities (e.g. poetry, film, music, art making). Twenty–eight care staff were opportunistically sampled (mean age = 42.29), and provided pre-post qualitative data, obtained through interviews. Transcripts were analysed thematically. Results: At baseline, the dominant 'task-focussed' nature of care work was described as a barrier to communication, challenging opportunities for developing meaningful relationships with residents. Post-intervention, three primary themes were identified regarding improving communication: (1) learning through the arts (secondary themes: simplicity and subtlety, innovation in communication, and strengthening the role of non-verbal communication), (2) Enhancing creative approaches to care (secondary themes: element of surprise, confidence to experiment and catalyst for communication) and (3) professional introspection (secondary themes: development of empathy, sharing knowledge and experiences and a new appreciation). Conclusions: The intervention validated staff skills and confidence, enabling meaningful interactions that could be creative, 'in the moment', spontaneous and improvised. This arts-based intervention, which departs from formal education and fact-based learning may be particularly useful for the development of the dementia care workforce. [ABSTRACT FROM AUTHOR]

This research investigated the use of poems for reflection. Participants (n = 16) were enrolled upon a Foundation Degree in Sports Coaching. Part modular assessment saw the students create an action plan that provided key indicators as to their ability within a range of study skills. The entire cohort failed to implement the plan. Whilst there exists a prevailing wind of poetic embrace within the social sciences, limitations are evident within the domain of sport and physical activity. The research questions whether poems may be implemented as a means to initial reflection and reorientation and as a consolidation of prior learning. Findings suggest poetry may aid initial reflection and reorientation and a consolidation of prior learning, that the writings were enjoyable, at times frustrating, developmental and that such creativity might be advocated elsewhere across the HE curriculum. Implications for the learner are discussed and I suggest a framework for practitioners (‘Reflective Facilitation’), which considers how we may assist our learners in a process of guided discovery in which their reflections may become critical and self-governed. The paper then considers the limitations of the research process and offers considerations for future practice. [ABSTRACT FROM PUBLISHER]