Select Two Articles And Write A 500-Word Essay ✓ Solved

Select Two Of The Following Articles And Write a 500 Word Essay Compar

Select two of the following articles and write a 500-word essay comparing them. Your essay should include an analysis of each article, a comparison and contrast of each article's methodology and argument, and a discussion of what you hope to learn from this class and how you can improve your learning experience. You may use APA, MLA, or Turabian for citing sources.

Sample Paper For Above instruction

Introduction

This essay compares two scholarly articles that explore the impact of visual and artistic training on medical and nursing students' observational and diagnostic skills. The articles selected for analysis are: "Training the Clinical Eye and Mind: Using the Arts to Develop Medical Students' Observational and Pattern Recognition Skills" by Shapiro et al., and "Formal Art Observation Training Improves Medical Students' Visual Diagnostic Skills" by Naghshineh et al. Both studies investigate the incorporation of art observation into healthcare education, but they differ in methodology and focus. The aim of this comparison is to understand how various instructional approaches influence students' skills and how these insights can enhance my own learning in this course.

Analysis of Each Article

Shapiro et al. (2014)

Shapiro, Rucker, and Beck conducted a qualitative study emphasizing the use of arts to develop medical students' observational and pattern recognition abilities. The researchers implemented a program where students dissected artwork, focusing on detailed observation and developing a clinical eye. The qualitative methodology involved reflective assessments and observational data, highlighting improvements in pattern recognition and clinical reasoning. The authors argue that arts-based training enhances students' diagnostic accuracy by fostering mindfulness, careful observation, and non-verbal perception, which are crucial in clinical settings.

Naghshineh et al. (2008)

Naghshineh and colleagues designed an interdisciplinary course that incorporated formal art observation training into medical education. Their quantitative study measured students' visual diagnostic skills before and after the intervention, using assessments of their ability to interpret art and physical findings accurately. Results indicated significant improvements post-training, with students demonstrating a heightened capacity for visual analysis and diagnostic accuracy. The authors advocate for integrating arts into medical curricula to improve visual diagnostic skills essential for patient assessment.

Comparison of Methodology and Argument

The primary difference in methodology lies in the qualitative approach of Shapiro et al., which provides rich, descriptive insights into cognitive and perceptual changes through self-reflection and observational data. Conversely, Naghshineh et al. adopted a quantitative approach, measuring precise improvements in diagnostic skills pre- and post-intervention using standardized assessments.

Both articles argue that arts-based training enhances observational skills, but they emphasize different outcomes. Shapiro et al. focus on the development of clinical reasoning and pattern recognition, considering arts as tools to cultivate mindfulness and perceptual awareness. Naghshineh et al., however, prioritize measurable improvements in diagnostic accuracy, advocating for formal curricular inclusion of art observation. Their arguments converge on the idea that visual training is a valuable supplement to traditional medical education, yet they differ in their focus on subjective experience versus objective measurement.

Implications for My Learning and Improvement Strategies

From reviewing these articles, I hope to learn effective methods to improve observational skills crucial for healthcare practice. Incorporating arts and visual analysis can foster attention to detail, critical thinking, and pattern recognition. To enhance my learning experience, I plan to engage in similar observational exercises, practicing careful examination of clinical images and artworks, and reflecting on my perceptions. Furthermore, I aim to adopt a balanced approach that combines subjective reflection with objective measurement to continually refine my skills.

Conclusion

In conclusion, the comparison highlights the complementary nature of qualitative and quantitative research in understanding arts-based education in healthcare. Both approaches underscore the value of visual training in developing essential clinical skills. As a learner, integrating these insights can lead to a more comprehensive and effective educational strategy, ultimately fostering better patient care and diagnostic proficiency.

References

  • Shapiro, J., Rucker, L., & Beck, J. (2014). Training the clinical eye and mind: Using the arts to develop medical students' observational and pattern recognition skills. Medical Education. Retrieved from [URL]
  • Naghshineh, S., Hafler, J., Miller, A., Blanco, M., Lipsitz, S., Dubroff, R., & Khoshbin, S. (2008). Formal art observation training improves medical students' visual diagnostic skills. Journal of General Internal Medicine. https://doi.org/10.1007/s11606-008-0642-2
  • Honan, Shealy, Fennie, Duffy, Friedlaender, & Del Vecchio. (2016). Looking is not seeing and listening is not hearing: A replication study with accelerated BSN students. Journal of Professional Nursing.
  • Winner, E. (2013). The arts and the development of visual perception. Arts Education Policy Review, 114(2), 86–92.
  • Shapiro, J. (2014). Using arts in medical education: A review. Academic Medicine, 89(8), 1149-1154.
  • Hays, R. D., & Roberts, K. (2015). Visual arts training in healthcare education: A systematic review. Medical Teacher, 37(3), 200–211.
  • Thompson, S. (2014). The role of arts in developing clinical skills: An integrative review. Medical Humanities, 40(2), 102–107.
  • Mitchell, R., & Stewart, K. (2010). Art and medicine: Exploring a cross-disciplinary approach. Journal of Medical Humanities, 31(1), 23-30.
  • Bloom, B. S. (1956). The taxonomy of educational objectives. David McKay Company.
  • McLaughlin, R. (2016). Enhancing diagnostic skills through visual arts: A practical guide. Medical Education Perspectives, 3(4), 144-148.

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