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PMC10375761

Visual Thinking Strategies in medical education: a systematic review

Ana rita cerqueira.

1 Faculty of Medicine, University of Porto, Alameda Prof. Hernâni Monteiro, 4200 – 319 Porto, Portugal

Ana Sofia Alves

2 Lordelo Do Ouro Family Health Unit, Agrupamento de Centros de Saúde Porto Ocidental, Rua de Serralves 20, 4150-701 Porto, Portugal

Matilde Monteiro-Soares

3 Department of Community Medicine, Information and Health Decision Sciences (MEDCIDS), Faculty of Medicine, University of Porto, Alameda Prof. Hernâni Monteiro, 4200 – 319 Porto, Portugal

4 RISE@ CINTESIS, Faculty of Medicine, University of Porto, Alameda Prof. Hernâni Monteiro, 4200 – 319 Porto, Portugal

5 Portuguese Red Cross School of Health – Lisbon, Avenida de Ceuta, 1 Edifício Urbiceuta, 1300-125 Lisbon, Portugal

Dabney Hailey

6 Harvard Medical School and the Hailey Group, Boston, MA USA

Domingos Loureiro

7 Faculty of Fine Arts, University of Porto, Av. de Rodrigues de Freitas 265, 4049–021 Porto, Portugal

Sofia Baptista

8 Agrupamento de Centros de Saúde Porto Ocidental, Rua Do Molhe 181, 4150-502 Porto, Portugal

Associated Data

The dataset supporting the conclusions of this article is included within the article (and its additional files).

Arts-based pedagogical tools have been increasingly incorporated into medical education. Visual Thinking Strategies (VTS) is a research-based, constructivist teaching methodology that aims to improve visual literacy, critical thinking, and communication skills through the process of investigating works of art. Harvard Medical School pioneered the application of VTS within medical education in 2004. While there are several studies investigating the use of VTS, there is a need to systematically assess the different programs that exist for medical education and their efficacy in improving relevant clinical skills. This systematic review aims to critically analyse the available evidence of the effectiveness of VTS in medical education to guide future research and provide a framework to adapt medical curricula.

A systematic search of PubMed, PsycINFO, and Cochrane CENTRAL databases (through November 2022) was conducted to identify studies of VTS-based interventions in undergraduate and postgraduate medical education. Two reviewers independently screened citations for inclusion criteria, extracted data, and assessed risk of bias. The extracted data was then narratively synthesized.

Of 5759 unique citations, 10 studies met the inclusion criteria. After reference review, one additional study was included. Therefore, 11 studies were included in our review. Of these, eight reported VTS-based interventions for undergraduate medical students and three reported interventions in residency training, specifically in dermatology and ophthalmology. The main goal of most studies was to increase observational or visual diagnostic skills. Three of the studies in undergraduate medical education and two in postgraduate achieved a statistically significant improvement in observational skills in post-course evaluations. Some studies reported increased tolerance for ambiguity and empathy.

Conclusions

Although the studies varied considerably in study design, learning objectives, and outcomes, findings consistently indicate that the VTS approach can serve as a vehicle to develop crucial clinical competencies, encouraging more in-depth visual analysis that could be applied when observing a patient. Despite some limitations of the included studies (lack of control groups, self-selection bias, or non-standard outcome measures), the results of this review provide support for greater inclusion of VTS training in the medical curriculum.

Supplementary Information

The online version contains supplementary material available at 10.1186/s12909-023-04470-3.

Arts-based pedagogical tools have been increasingly incorporated into medical education. According to a recent and updated report, there are more than 125 programs arising from partnerships between art museums and medical schools [ 1 ]. Learning through art promotes the acquisition of a variety of important skills and competencies for clinical practice, such as observation skills, team building and communication skills, and cultural sensitivity [ 2 , 3 ]. Furthermore, exposure of medical students to the humanities correlates with reduced burnout and with positive personal qualities, including empathy, tolerance for ambiguity, and emotional appraisal [ 4 , 5 ]. Although there is evidence that some of these skills, specifically empathy, among healthcare practitioners correlate with better clinical outcomes [ 6 ], some studies suggest that the degree of empathy shown by medical students declines as they progress through their education [ 7 ]. These findings highlight the importance of incorporating intentional training in these skills into the medical curriculum.

Abigail Housen, a cognitive psychologist, and Philip Yenawine, an art museum educator, developed a research-based, constructivist art-based teaching methodology called Visual Thinking Strategies (VTS). VTS is the use of art to teach visual literacy, thinking, and communication skills [ 8 ]. VTS was not originally developed for medical education, but rather for museum education. During a VTS discussion, a facilitator uses a very specific facilitation protocol to steward participants as they explore a work of art together, sharing observations and interpretations. VTS was created over a ten-year iterative process of testing and data-driven revisions that began in 1991. The resulting protocol instructs facilitators to present a carefully selected image, allow a few moments to look at it silently before beginning the discussion, and then pose three specific research-tested questions: 1) “What is going on in this picture?”, 2)” What do you see that makes you say that?”, and 3) “What more can you find?”. Rigorous facilitation also includes listening carefully to what students say while maintaining a neutral stance, pointing to observations as students make comments, paraphrasing each comment, and linking related comments to surface commonalities and differences in interpretations [ 9 , 10 ].

VTS has been successfully used in K-12 education programs [ 11 , 12 ] and is currently being used in a wide variety of different settings, including in arts-based courses at medical schools and in continuing medical education [ 13 – 15 ]. Harvard Medical School’s ongoing course, “Training the Eye: Improving the Art of Physical Diagnosis”, pioneered the application of VTS within medical education in 2004 [ 15 ].

While there are several studies investigating the use of VTS, there is a need to systematically assess the different existing programs for medical education based on this learning methodology and their efficacy in improving relevant clinical skills. To our knowledge, this is the first systematic review of VTS in medical education. Our main goal is to critically analyse the available evidence of the effectiveness of VTS in medical education to guide future research and provide a framework for future directions in medical curricula. The research question that guided this review was: “Do VTS-based interventions for undergraduate and postgraduate medical students improve clinical skills?”.

We conducted a systematic review according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) recommendations [ 16 ]. Our protocol is registered on the International Prospective Register of Systematic Reviews (PROSPERO) (CRD42022366934).

Data sources and searches

We searched PubMed, PsycINFO, and Cochrane CENTRAL (Cochrane Central Register of Controlled Trials) databases in November 2022.

Whenever possible, the search strategies (Additional file 1 ) used a combination of free text and database-specific subject headings to represent the concepts of medical education and Visual Thinking Strategies. There was a deliberate attempt to perform a high-sensitivity search in order to maximize yield.

Reference lists of studies meeting the inclusion criteria and studies included in retrieved reviews from our database search were manually reviewed for additional articles.

Study selection

We imported citations from all databases into Rayyan QCRI [ 17 ]. Rayyan offers duplicate resolution for statistically likely duplicates by comparing the title, author, journal, and year. We used Rayyan to detect duplicates and then one author (ARC) manually resolved duplicates.

We included a study if it fulfilled the following criteria: (i) Population: medical students, interns, or residents; (ii) Intervention: VTS-based interventions (defined as any intervention that explicitly used this teaching method). No exclusion was made based on the outcome. Studies were not excluded based on their type of study design, but a study was excluded if it only described the VTS methodology without an effect assessment. Studies that had multiple arts-based interventions rather than only VTS were excluded. Articles prior to 1991 were also excluded, since the VTS methodology was not available before then.

Two reviewers (ARC and ASA) independently performed a title and abstract screen of all retrieved articles after employing the search strategy. Disagreements at this screening stage were resolved by consensus and studies included after screening were retrieved for full-text analysis. ARC and ASA independently performed a full-text review using inclusion/exclusion criteria. Any disagreements at this stage were similarly resolved by consensus.

Data extraction, quality assessment and data synthesis

A data extraction form was created to extract predefined data points from each included study. Two reviewers (ARC and ASA) independently extracted qualitative and quantitative data from each reference, including study design, number and type of participants, number of sessions, duration, goal and format of VTS-based sessions, measurement, results, control group and assessment of overall study quality.

Study quality was assessed using the Joanna Briggs Institute (JBI) Critical Appraisal Checklists [ 18 ]. We used the JBI Checklist for Qualitative Research, JBI Checklist for Quasi-Experimental Studies, and JBI Checklist for Randomized Controlled Trials (RCT) to rate studies across various domains requiring a yes, no, unclear, or not applicable response, whereby items scored as ‘no’ were awarded zero points and items scored as ‘yes’ were awarded one point. We also used the Medical Education Research Study Quality Instrument (MERSQI) [ 19 ], a ten-item instrument designed to assess the methodological quality of experimental, quasi-experimental, and observational medical education research studies. The ten items reflect six domains of study quality: study design, sampling, data type (subjective or objective), validity of assessments, data analysis, and outcomes [ 19 ]. Possible total MERSQI scores range from 5 to 18. MERSQI score is a previously validated tool with strong content, criterion, and predictive validity evidence to assess the quality of quantitative studies [ 19 – 21 ]. Differences in classification were resolved by consensus between the reviewers.

The extracted data was narratively synthesized reporting on the characteristics of VTS-based interventions and key findings. The results were structured dividing studies reporting VTS-based interventions in undergraduate medical education and studies reporting VTS-based interventions in residency.

Search results

The search process is depicted in the PRISMA flow diagram (Fig. 1 ). A total of 6009 citations were identified initially by our electronic database search strategy; 250 duplicates were removed retrieving a total of 5759 unique citations for review. Of these, 72 full-text articles were reviewed, and 10 studies met our eligibility criteria. After reviewing references of these articles and studies included in six reviews excluded at the full-text review stage, we included one additional study. We therefore included a total of 11 studies in the final qualitative synthesis.

An external file that holds a picture, illustration, etc.
Object name is 12909_2023_4470_Fig1_HTML.jpg

PRISMA flow diagram

Study characteristics

Study characteristics are presented in Table Table1. 1 . The included studies were published between 2008 and 2022. Seven studies (64%) were based in the United States of America (USA) [ 22 – 28 ], two in Canada [ 29 , 30 ], one in Israel [ 31 ], and one in the United Kingdom [ 32 ]. Seventy-three percent ( n = 8) of studies reported VTS-based interventions for undergraduate medical students [ 22 – 24 , 26 , 28 – 31 ] and 27% ( n = 3) reported interventions in residency training, specifically in dermatology training ( n = 2) [ 25 , 32 ] and in ophthalmology training ( n = 1) [ 27 ]. Fifty-five percent ( n = 6) of the studies utilized pretest–posttest designs [ 23 – 27 , 32 ]. Three studies that were included were primarily qualitative in nature [ 28 – 30 ], while nine incorporated quantitative methods [ 22 – 27 , 29 , 31 , 32 ]. Two of the studies, both with undergraduate medical students, utilized control groups [ 22 , 26 ].

Study characteristics – Visual Thinking Strategies in Medical Education

N/A Not applicable

a Only available as a conference abstract

Quality appraisal

Assessments of the risk of bias for each study are summarized in Additional file 2 . The average quality score of the JBI critical appraisal checklist was 7/10 for qualitative studies, 6/9 for quasi-experimental studies, and the quality score for RCT was 8/13 with risk of bias due to lack of true randomization, lack of allocation concealment, absence of blinding, or incomplete follow-up.

The MERSQI score for each quantitative study is reported in Table Table1. 1 . The maximum MERSQI score allowed is 18 points. The mean score was 11 points, the highest score for an article was 12.5, and the lowest was 7.5.

Visual thinking strategies in undergraduate medical education

A variety of VTS-based interventions have been integrated into medical school education. The participants in the studies that were included were first to third-year medical students. The duration of the projects ranged from 1 to 10 sessions and from 20 min to 10 weeks. Seventy-five percent ( n = 6) of the interventions were performed as a part of an elective course [ 22 , 23 , 26 , 28 – 30 ], while two studies [ 24 , 31 ] reported VTS-based sessions within a mandatory course.

Three studies [ 24 , 29 , 31 ] described VTS applied in a classroom setting and three studies [ 22 , 23 , 26 ] described interventions in art museums. Allison et al. described the use of VTS methods in a totally different setting: in the street. The students were instructed to analyse a street art mural in Nepal [ 30 ]. Srivastava et al. described a “Training the Eye: Improving the Art of Physical Diagnosis” course adaptation to online learning due to the COVID-19 pandemic [ 28 ]. Their study reported VTS exercises using high-resolution images of artwork from museums around the world through Zoom screen sharing.

The VTS-led exercises were facilitated by art or museum educators in three studies [ 22 , 23 , 26 ], while physicians or faculty members were facilitators in four studies [ 28 – 31 ]. One study [ 24 ] described a classroom discussion about eight fine art images, facilitated by a fourth-year medical student with an interest in the visual arts. Fifty percent of the studies ( n = 4) [ 22 , 23 , 26 , 28 ] reported that facilitators had specific training in VTS.

The main goal of the VTS-based interventions was to increase observational or visual diagnostic skills in five studies (63%) [ 22 – 24 , 26 , 28 ]. Four of these studies compared pre and post-course descriptions of different clinical images [ 24 , 26 ] or clinical and art images [ 22 , 23 ] to measure outcomes, while one [ 28 ] based its conclusions only on subjective feedback from students through a post-course questionnaire. Three of these five achieved a statistically significant increase in observational skills [ 22 , 23 , 26 ]. One study [ 24 ] reported no statistical improvement in observational skills between pre- and post-tests. One study [ 22 ] found a dose-dependent response between the number of art sessions participants attended and the level of improvement in observational skills, reporting that those who attended eight or more sessions (20 h) achieved a significantly greater increase in accurate observations compared to those who attended seven or fewer sessions.

Bentwich and Gilbey investigated other effects of VTS, specifically increased empathy, tolerance of ambiguity and teamwork ability [ 31 ]. In the post-intervention survey, participants reported an increase in multiple domains including acceptance of multiple possible meanings and visual observation ability. Only 16% of the students expressed support for the idea that the class contributed to their teamwork ability. Statistically significant moderate-to-high correlations were found between the contribution to ambiguity tolerance and contribution to empathy. Tolerance for ambiguity was addressed in another study [ 23 ], using a standardized test (Geller and colleagues’ variation of Budner’s Tolerance of Ambiguity Scale) [ 33 ], and a statistically significant increase in that endpoint was reported.

Visscher et al. utilized VTS to explore how representational paintings of radiology encounters with patients may influence medical students’ understanding and impression of radiologists and the radiology specialty. After the session, participants reported a better understanding of the clinical roles of radiologists and reduced negative stereotypes of radiology and radiologists [ 29 ]. Allison et al. investigated how VTS methods can be applied to explore the social determinants of health through the analysis of street art. The VTS-based exercise allowed participants to articulate their understanding of the social determinants of health in Nepal, suggesting that carefully looking at and reflecting on visual art can assist medical students to apply, analyse, and evaluate complex concepts in global health [ 30 ].

Visual thinking strategies in residency

Three studies evaluated the efficacy of VTS specifically in residency [ 25 , 27 , 32 ]. The participants were dermatology [ 25 , 32 ] or ophthalmology [ 27 ] residents. The study describing VTS-based intervention for ophthalmology residents was only available as a conference abstract [ 27 ]. None of the studies used a control group. One intervention was performed within a mandatory course [ 25 ], while there was no information regarding this question in the two remaining studies. The duration of the projects ranged from three to seven sessions. Improvement of observational skills was the main goal of all the interventions. Both studies reporting interventions for dermatology trainees were led at art museums, while the intervention for ophthalmology residents consisted of classroom observation and discussion of art images. Huang et al. described a course for 27 dermatology trainees led by two professional arts educators and two dermatology faculty members, all with formal VTS training [ 25 ]. The two other studies reported VTS-based exercises led by an art historian not mentioning formal VTS training [ 27 , 32 ].

Dermatology residents achieved a significant increase in observational skills in both studies after the intervention [ 25 , 32 ]. However, one study [ 25 ] reported a trend towards greater improvement of scores among participants of a higher PGY-level, while the other [ 32 ] reported that the course had the most pronounced impact on first-year trainees.

In the study for ophthalmology residents [ 27 ], only one of the four participants completed posttesting, so a pre-post analysis was not pursued, despite 75% (n = 3) of participants reporting that the training improved their clinical practice.

Summary of evidence

This systematic review aimed at identifying how the VTS methodology is being incorporated into medical education and how effective it is. A qualitative synthesis of 11 eligible studies identified various VTS-based interventions being employed as pedagogical tools within undergraduate and postgraduate medical education. Although the studies had mixed outcomes for the use of VTS in medical education, most findings highlight that VTS improved observational skills, empathy, and tolerance to ambiguity.

In most studies, the main educational goal was to increase observational skills. Most studies did not score very high on our quality assessment. There was no truly randomized controlled trial, only two studies had a control group and most were limited in sample size. Therefore, it is not possible to exclude that there were confounding factors impacting the results and that some of the improvements could be explained solely by random factors or chance. All the studies were single-institution studies, impacting the external validity of our findings, and none assessed observational skills in a clinical setting. It is also important to note the heterogeneity in the measurement of the outcomes across the different studies.

Since many studies reported interventions within elective courses, there may have been a potential selection bias in the participant group. Students were evaluated immediately after the course, lacking long-term follow-up data to assess potential sustained effect of VTS in medical education. Finally, clinical outcomes were not measured, so there is no direct evidence that the skills that were evaluated can be transferred into improved patient care.

A significant number of cognitive biases have been described that can adversely influence clinical reasoning [ 34 , 35 ], making VTS a good teaching tool as VTS open-ended questions form a basis for unbiased observation. Students are confronted with the unknown when they are encouraged to deeply analyse unfamiliar artworks, and they end up searching and describing more observed details [ 36 ].

It is important to note that the efficacy of this teaching method was demonstrated even in dermatology trainees, who may have increased visual aptitude from baseline and are receiving training that is heavily focused on the acquisition of visual skills [ 25 ].

Of note, the study that specifically focused on assessing the impact of VTS on tolerance for ambiguity and empathy [ 31 ] had no control group, results were based on a post-intervention survey and that study had the lowest MERSQI score (7.5).

By adapting VTS to different contexts and using carefully selected pieces of art, studies have suggested that VTS can also be effective in achieving outcomes other than those usually described, such as a better understanding of global health concepts [ 30 ] or a better understanding of the clinical roles of radiologists [ 29 ].

Most of the programs were offered as an elective course, and some were integrated within the existing curriculum. One study [ 24 ] highlighted that positive outcomes were achieved with VTS exercises implemented without a museum partnership or trained staff. Although a formal training in VTS is desirable, since the methodology is highly dependent on the experience and training of the facilitators, this may suggest that VTS have the potential for a more broaden appliance in medical education. There appears to be an impact deriving from even short exposure to VTS-based exercises; even those with a duration of 20 min for instance, and such evidence provides additional support for greater inclusion of VTS training in the medical curriculum. However, the dosage as to the number and frequency of VTS training sessions remains unclear.

As a result of the pandemic, telehealth has become a crucial element of medical practice and the virtual VTS course enabled parallels to be drawn between the virtual art observation exercises and the paradigm of telemedicine. Since students reported that there are some advantages stemming from using the Zoom platform, such as being able to analyse art from around the world and increased accessibility [ 28 ], a hybrid model could be considered in when designing future courses, in order to prepare students for virtual observation.

In their course and program evaluations, students noted skills stimulated by VTS techniques that are crucial in providing dedicated, patient-centred care and working as part of a team, including the appreciation of multiple perspectives, managing ambiguity, and learning not to jump to conclusions.

The extended discussion allows more time to reconsider early, fast assessments, and the paraphrasing and evidence-seeking help mitigate assumptions and biases they may initially make. This meticulous and contemplative process may well be applied to clinical practice, allowing physicians to focus on the patient as a whole and to observe, ask, and consider more before landing on a diagnosis.

Our results are similar to those from a recent systematic review examining visual art-based training in undergraduate medical education [ 37 ], which identified six areas of program foci: observation skills, empathy, tolerance to uncertainty, cultural sensitivity, team building and collaboration, and wellness and resiliency. However, Alkhaifi et al. studied multiple visual arts-based methods, while our review focused specifically on VTS, and the scope of their review was restricted to undergraduate education. Clinical observation had the strongest evidence of its effectiveness compared to the other competencies. This agrees with our findings, since observational skills were more easily assessed objectively with pre- and post-tests, while the assessment of the other skills was more often based on subjective feedback from students.

Strengths and Limitations

To our knowledge, this is the first systematic review addressing VTS use in medical education. While we conducted this review using rigorous and established methods, some limitations remain inherent. Although the review of reference lists from included studies and from previous reviews did not reveal a significant body of literature missed by our search strategy, our systematic review remains limited by the keywords and databases used.

Seven of the 11 studies that were included were conducted in USA. This limits the generalization of findings for other geographical contexts, since we may hypothesize that in the USA there is a greater familiarity with VTS methodology and differences in medical curricula.

The marked heterogeneity in the design and reported outcome measures of the studies that were included precluded the meta-analysis of the results.

Literature gap and further research

Future studies should aim to implement randomized controlled designs, with larger samples, follow-up assessments, and multi-institutional participation. We recommend moving beyond subjective assessments to rigorous pre- and post-course surveys and evaluations, using validated scales to measure outcomes [ 38 ]. Additional research is also needed to study VTS in clinical settings and also to examine the best dosage and timing to deliver VTS training in medical education.

The present study systematically reviewed studies on VTS integration into medical curricula and its effectiveness. The findings consistently indicate that the VTS approach can serve as a vehicle to develop crucial clinical competencies, encouraging more in-depth visual analysis that could be applied when observing a patient. There is a need for further research to deepen our knowledge regarding the role of VTS in medical education, which could include studying VTS in clinical settings, with more robust study designs, longer follow-up, and larger sample sizes.

Acknowledgements

Not applicable

Abbreviations

Authors' contributions.

All authors contributed to the study conception and design. ARC and ASA adquired and interpreted data. The first draft of the manuscript was written by ARC and all authors commented on previous versions of the manuscript. All authors read and approved the final manuscript.

This work received national funding through the FCT—Fundação para a Ciência e a Tecnologia, I.P., within CINTESIS, R&D Unit (reference UIDB/4255/2020).

Availability of data and materials

Declarations.

Not applicable.

DH is an independent educator who teaches Visual Thinking Strategies for a range of universities, nonprofts, and businesses through her consultancy, Hailey Group. The other authors have no confict of interest to disclose.

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Visual Thinking Strategies in Medical Education: Staying Open to Possibilities

School of Medicine

Research output : Contribution to journal › Letter › peer-review

ASJC Scopus subject areas

Access to document.

10.1097/ACM.0000000000005112

Visual Thinking Strategies in medical education: a systematic review

BMC Medical Education

Background Arts-based pedagogical tools have been increasingly incorporated into medical education. Visual Thinking Strategies (VTS) is a research-based, constructivist teaching methodology that aims to improve visual literacy, critical thinking, and communication skills through the process of investigating works of art. Harvard Medical School pioneered the application of VTS within medical education in 2004. While there are several studies investigating the use of VTS, there is a need to systematically assess the different programs that exist for medical education and their efficacy in improving relevant clinical skills. This systematic review aims to critically analyse the available evidence of the effectiveness of VTS in medical education to guide future research and provide a framework to adapt medical curricula. Methods A systematic search of PubMed, PsycINFO, and Cochrane CENTRAL databases (through November 2022) was conducted to identify studies of VTS-based interventions in ...

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The impact of visual thinking in medical education

Considering medical humanities, medicine and art are two areas that resemble each other at several features. Clinical diagnosis involves the observation, description and interpretation of information of which visual ones take an important one. The skills described are important skills in the field of visual arts, as well. Underlying a good clinical practice; clinical examination and observation skills constitute an important place. Although in several studies, these skills are shown to be improved by analyzing visual art pieces, courses intended to improve visual thinking skills are not that much common in medical faculty curriculums.

In this article, we share our opinion about the use of visual thinking in medical education by providing preliminary reflection results of learners from the second year of medical education about the visual thinking course that we have recently started to apply in Faculty of Medicine in collaboration with Faculty of Fine Arts in Izmir University of Economics in order to improve the observational skills of learners.

Reflection results of the learners support the view that training art-viewing skill is helpful to improve observational and descriptive skills.

Conclusions

Increasing interdisciplinary programs on visual thinking in medical curriculums have the potential to overcome several professional development challenges in clinics.

Tıbbi beşeri bilimler düşünüldüğünde, tıp ve sanat birçok yönden birbirine benzeyen iki alandır. Klinik tanı, görsel verilerin de önemli yer tuttuğu bilgilerin, gözlemlenmesi, tanımlanması ve yorumlanmasını içerir. Anlatılan beceriler görsel sanatlar alanında da önemli becerilerdir. İyi bir klinik uygulamanın temelinde; klinik muayene ve gözlem becerileri önemli yer tutmaktadır. Çeşitli çalışmalarda bu becerilerin görsel sanat eserleri analiz edilerek geliştirildiği gösterilse de, tıp fakültesi müfredatlarında görsel düşünme becerilerini geliştirmeye yönelik dersler o kadar yaygın değildir.

Gereç ve Yöntem

Bu yazıda, İzmir Ekonomi Üniversitesi’nde Güzel Sanatlar Fakültesi ile birlikte Tıp Fakültesi’ndeki öğrencilerin gözlem becerilerini geliştirmek amacıyla yeni uygulamaya başladığımız görsel düşünme dersi hakkında tıp fakültesi 2. sınıf öğrencilerinin refleksiyon sonuçlarını sunarak, tıp eğitiminde görsel düşünmenin kullanımına ilişkin görüşlerimizi paylaşıyoruz.

Öğrenicilerin refleksiyon sonuçları, sanat-izleme becerisi eğitiminin, gözlem ve betimleme becerilerini geliştirmeye yardımcı olduğu görüşünü desteklemektedir.

Tıp müfredatlarında görsel düşünme üzerine olan disiplinlerarası programların arttırılması, klinikteki çeşitli mesleki gelişim zorluklarının üstesinden gelme potansiyeline sahiptir.

Introduction

Observation is an important component of clinical diagnosis and reasoning [ 1 ]. Direction of data gathering and diagnosis are among the major clinical reasoning difficulties [ 2 , 3 ], in which observational skills are used. Gathering visual information from the patient, recognition of patterns and interpretation of data together with patterns is required for a rigorous clinical decision making. Therefore, along with critical thinking, the use of visual thinking skills is also necessary during clinical reasoning.

When artistic themes such as color, line, symmetry, texture and pattern are considered, one can say that several physical examination elements such as vision, gait, cranial nerves and dermatology also focus on similar themes during visual diagnosis [ 4 ]. Several sources support the idea that the use of visual thinking strategies improves observational skills based on visuals during clinical examination [ 5 ], [ 6 ], [ 7 ], [ 8 ], [ 9 ], [ 10 ].

Although courses which are intended to improve visual thinking skills in medical education are not that common, some medical schools use art-viewing in a clinical concept [ 5 ]. We have reviewed visual thinking courses in several medical schools ( Table 1 ) and designed a unique visual thinking course in collaboration with the Faculty of Fine Arts, which we recently started to apply in our medical curriculum as an elective course. Seventeen students from the second year of medical education took the course which lasted for 16 weeks. The learners were trained for art viewing in the first half of the course and for observation of health-related photos/situations to apply their art-viewing skills into clinical conditions that depend on visual observation. The course was designed as interactive, students centered sessions during which students were trained in skills like art-viewing, empathy, communication and clinical areas such as dermatology, radiology and orthopedics where visual evaluation can be helpful for physical diagnosis. The clinical part of the course only concentrated on training for the visual recognition of the patterns in various clinical cases by using the art-viewing skills. Interdisciplinary nature of the lecture was critical for our educational strategy. Learners’ reflections after the course support the potential of the use of visual thinking strategies to improve observational skills and empathy.

Examples of visual thinking programs applied in several medical schools.

By engaging with art works, we believe that learners start to develop more empathy and consider different opinions more mindfully since the training also encourages critical thinking. We think that learning how to look at an art-work and sufficient observational exercise considering art pieces will help to improve the observational skills of learners in clinics. Our opinion is supported by a recent randomized controlled study, which shows that art observation training for first year medical students can improve ophthalmologic observation skills [ 8 ].

Although the number of learners who took our course is low, which is a weakness for a precise conclusion, preliminary reflection results of the learners support the view that training art-viewing is helpful to improve observational and descriptive skills ( Table 2 ). We also think that incorporating humanity in medical education affects the empathy, awareness and sensitivity features of the learners towards clinical conditions, which is supported by several studies [ 4 , 7 ]. There does not exist any contrary information in the literature about visual thinking strategies in physical diagnosis. Although we think that visual thinking strategies are useful for the clinical decision-making process through improving observational skills, more research studies are needed to assess the effectiveness of these lectures at clinical settings more precisely.

Reflection results of the learners about the designed course. The statements are the common topics in reflections.

In the literature, the use of visual thinking strategies during medical education seems to enhance several observational skills of learners and is helpful in performing clinical diagnosis. Reflections of the learners who took our course seems to be in line with this view. To our knowledge, our designed course is among the forerunners in Turkey and we think that increasing these interdisciplinary programs in medical curriculums have the potential to help to overcome several professional development challenges.

Research funding: None declared.

Author contributions: All authors have accepted responsibility for the entire content of this manuscript and approved its submission.

Competing interests: Authors state no conflict of interest.

Informed consent: Not applicable.

Ethical approval: Not applicable.

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9. Shapiro, J, Rucker, L, Beck, J. Training the clinical eye and mind: using the arts to develop medical students’ observational and pattern recognition skills. Med Educ 2006;4:263–8. https://doi.org/10.1111/j.1365-2929.2006.02389.x . Search in Google Scholar PubMed

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Journal and Issue

Articles in the same issue.

Visual Thinking Strategies: A New Role for Art in Medical Education

By Jo Marie Reilly, MD, Jeffrey Ring, PhD, and Linda Duke April, 2005

Download the complete report as a PDF.

Summary: The use of humanities in medical education has become increasingly popular. Art, dramatic plays, poetry, narrative essays, and music all strive to facilitate awareness of the art of medicine, increasing compassion and empathy. Medical schools and residency programs increasingly incorporate various works from the humanities as tools to stimulate dialogue, discussion, and awareness among their medical learners, particularly in areas of doctoring, the experience of illness, and end-of-life issues. One humanities teaching strategy that has been less often incorporated in medical education, however, is the communal viewing of artistic paintings as a modality to increase sensitivity, team building, and collaboration amongst medical trainees.

Introduction

The use of humanities in medical education has become increasingly popular. Art, dramatic plays, poetry, narrative essays, and music all strive to facilitate awareness of the art of medicine, increasing compassion and empathy. 1 Medical schools and residency programs increasingly incorporate various works from the humanities as tools to stimulate dialogue, discussion, and awareness among their medical learners, particularly in areas of doctoring, the experience of illness, and end-of-life issues. 2,3 One humanities teaching strategy that has been less often incorporated in medical education, however, is the communal viewing of artistic paintings as a modality to increase sensitivity, team building, and collaboration amongst medical trainees.

There are no documented programs of art observation training in medical residencies and few such programs for medical students. Dolev and colleagues 4 demonstrated improved visual diagnostic skills in medical students who participated in art observation workshops. Similarly, Bardes and colleagues 5 found that medical students enthusiastically participated in art observation workshops, with resulting improvement in observation of painting and photographic details and of facial human emotions. Most exposures to art in the medical curriculum, when they do occur, tend to be limited to depictions of surgeries and rounds from classic paintings that are included in lectures on the history of medicine. While the use of artistic paintings as tools to increase awareness among medical students and residents has rarely been investigated, it has become increasingly common to use art images to teach younger audiences. One specific approach to teaching, known as Visual Thinking Strategies (VTS), was codeveloped by Abigail Housen, a cognitive psychologist, and Philip Yenawine, an art educator. 6,7 Housen’s original research focused on aesthetic meaning making—the thinking strategies people use to find meaning in a work of art. In correlating sample thoughts from an open-ended interview (where people “think out loud” about an art image) with the amount of art experience subjects reported on a questionnaire, Housen discovered that thinking strategies cluster into five stages. She and Yenawine used the thinking characteristics of people in the beginning stages, stage one and stage two, to design teaching protocols that would offer appropriate challenge and support growth. Those protocols, collectively called VTS, use facilitated group discussion of an art image to help people look carefully, put their observations and ideas into words, and actively “scaffold” on the thoughts of others.

VTS has been used with younger students in classroom settings and art museums to teach critical thinking, visual literacy, and communication skills. 8,9 As students look at increasingly complex art forms, facilitated by a VTS instructor, their aesthetic observations and reasoning skills grow. These skills have been documented as transferring from art viewing to reading and writing. While VTS has not been studied in medical education, the authors have implemented VTS strategies with carefully selected “medical art pieces” to stimulate cognitive thinking, teamwork, and critical learning in medical residents and faculty. More specifically, we noted some key parallels between the group process of reviewing radiographic studies on rounds and the VTS experience.

1. Grant VJ. Making room for medical humanities. J Med Ethics 2002;28:45-8. 2. Reilly J, Ring J. Innovations in teaching: turning point. Fam Med 2003;35(7):474-5. 3. Ring J, Reilly J. Tuesdays with Morrie: a humanities teaching exercise in palliative and end-of-life care. Fam Med 2003;35(8): 552-3. 4. Dolev JC, Friedlaender LK, Braverman I. Use of fine art to enhance visual diagnostic skills. JAMA 2001;286:1020. 5. Bardes C, Gillers D, Herman A. Learning to look: developing clinical observational skills at an art museum. Med Educ 2001;35:1157-61. 6. Housen A. Aesthetic thought, critical thinking and transfer. Arts Learning Journal 2002;18(May):1. 7. Housen A. Validating a measure of aesthetic development for museums and schools. ILVS Review: A Journal of Visitor Behavior 1992;Nov 2:2. 8. Yenawine P. Thoughts on visual literacy. Handbook of research on teaching literacy through the communicative visual arts. MacMillan Library Reference, 1997. 9. Visual understanding in education. www.vue.org.

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Visual thinking strategies: a new role for art in medical education

Affiliation.

1 Family Practice Residency Program, White Memorial Medical Center, Los Angeles, CA 90033, USA. [email protected]
PMID: 15812693
Clinical Competence
Education, Medical / methods*
Group Processes
Medicine in the Arts*
Teaching Materials*
Visual Perception

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Results 1 - 10 for how to use visual thinking strategies

By learning how to teach with art, the Visual Thinking Strategies curriculum, at the Museum of Modern Art in New York, began. Visual ...

https://www.hopkinsmedicine.org/-/media/institute-excellence-education/documents/visual_thinking_strategies_article_yenawine.pdf

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https://www.hopkinsmedicine.org/-/media/institute-excellence-education/documents/understanding-the-basics.pdf

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https://www.hopkinsmedicine.org/institute_excellence_education/pdf/Art_Rounds_Article_Klugman.pdf

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https://www.hopkinsmedicine.org/psychiatry/education/flourishing/

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https://www.hopkinsmedicine.org/-/media/the-academy/vts-academy-presentation-session-1-61120.pdf

Two imagery techniques are widely used today: Palming. This involves visualizing color. You place your palms over your eyes and picture the color you think of with ...

https://www.hopkinsmedicine.org/health/wellness-and-prevention/imagery

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7 Best Brain Exercises to Improve Memory, Thinking and Focus

By Roshni Chakrabarty

Enhancing your cognitive health is essential for better memory, thinking, and focus. Here are seven effective brain exercises to boost your mind.

Learning a new language boosts cognitive flexibility and memory by challenging the brain to recognise and communicate in new ways.

1. LEARNING A NEW LANGUAGE:

Mindful breathing exercises improve focus and concentration by bringing attention to the present moment and reducing mental distractions.

2. MINDFUL BREATHING:

Regular physical exercise increases blood flow to the brain, promoting neuron growth and improving overall brain function.

3. PHYSICAL EXERCISE:

Reading and writing stimulate the brain, enhance vocabulary, and improve comprehension skills, contributing to better memory and cognitive abilities.

4. READING AND WRITING:

Engaging in puzzles like Sudoku and crosswords stimulates the brain, enhancing problem-solving skills and memory retention.

5. PUZZLES AND BRAIN GAMES:

Engaging in social activities improves brain health by reducing stress and promoting emotional well-being, enhancing cognitive function.

6. SOCIAL INTERACTION:

Meditation improves concentration and focus by calming the mind, reducing stress, and promoting mindfulness.

7. MEDITATION:

Incorporating these brain exercises into your daily routine can significantly boost your memory, thinking, and focus, leading to improved cognitive health and mental agility.

40 Facts About Elektrostal

Written by Lanette Mayes

Modified & Updated: 17 May 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy, materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes, offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development.

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy, with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

Elektrostal's fascinating history, vibrant culture, and promising future make it a city worth exploring. For more captivating facts about cities around the world, discover the unique characteristics that define each city . Uncover the hidden gems of Moscow Oblast through our in-depth look at Kolomna. Lastly, dive into the rich industrial heritage of Teesside, a thriving industrial center with its own story to tell.

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Visual Thinking Strategies in Medical Education: Staying Open to Possibilities

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The Academy of Construction and Architecture of the USSR: Formation of the Idea of a New Goal in the Conditions of Transition to “Industrial Rails”

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space, research on the multi-path construction of nostalgia space in the town with beautiful rural characteristics, research on the design of elderly-oriented public activity center in rural planning and construction, the research on the optimum design strategies of the public space against the background of active aging, socio-environmental paradigm of architectural knowledge and russian strategies for urban formation, the city as an art integration space, retrospective of settlement scheme formation in coastal zone of ob-yenisei waterway in 18th and 19th centuries, academy of municipal engineering in the 1930s: the failed scientific center of urban planning, search for the principles of architectural and spatial organization of a residential quarter in the research of soviet architects in the 1930s, the research into morphogenesis patterns of residential planning units in the early 21st century, the architecture of the conflicts, technological paradigm and the social life of the metropolis (on the example of moscow), priorities for the development of large cities of the central black earth region from their foundation to the 20th century, historic “modus operandi” in the revitalization of ancient towns: japanese and polish experience, an analysis on the design of public communication space in college student apartments: taking the student apartments on the nanhu campus of wuhan textile university as an example, the historical and genetic model as a method of structuring and choice of the settlement development strategy, the matrix coupling integrated planning experiment of coastal sponge city under the framework of pressure-state-impact-respond (psir): taking xiamen as an example, the effect of memory construction of cultural landmarks on urban development, research on the inheritance and innovation of regional culture in environmental art design, suture and revival of historical blocks in the context of modernity: comprehensive planning and architectural design of the leqiao-caoqiao section in the ancient district of ganjiang road, suzhou city, a study on the revitalization of community building in taiwan based on qianyang village, research on the reconstruction and reuse of historic blocks from the perspective of urban catalysts: taking a historical district of foshan as an example, visual culture and spatial infiltration: modern traditional architecture of fuzhou from the perspective of creative city, study on the spatial morphological characteristics of traditional village settlements in nanxijiang river basin, comprehensive development and utilization of underground space and underground rail transit, research on the design of rural revitalization in remote areas of yunnan: taking wengding village of cangyuan as an example.

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Savvino-storozhevsky monastery and museum.

Zvenigorod's most famous sight is the Savvino-Storozhevsky Monastery, which was founded in 1398 by the monk Savva from the Troitse-Sergieva Lavra, at the invitation and with the support of Prince Yury Dmitrievich of Zvenigorod. Savva was later canonised as St Sabbas (Savva) of Storozhev. The monastery late flourished under the reign of Tsar Alexis, who chose the monastery as his family church and often went on pilgrimage there and made lots of donations to it. Most of the monastery’s buildings date from this time. The monastery is heavily fortified with thick walls and six towers, the most impressive of which is the Krasny Tower which also serves as the eastern entrance. The monastery was closed in 1918 and only reopened in 1995. In 1998 Patriarch Alexius II took part in a service to return the relics of St Sabbas to the monastery. Today the monastery has the status of a stauropegic monastery, which is second in status to a lavra. In addition to being a working monastery, it also holds the Zvenigorod Historical, Architectural and Art Museum.

Belfry and Neighbouring Churches

Located near the main entrance is the monastery's belfry which is perhaps the calling card of the monastery due to its uniqueness. It was built in the 1650s and the St Sergius of Radonezh’s Church was opened on the middle tier in the mid-17th century, although it was originally dedicated to the Trinity. The belfry's 35-tonne Great Bladgovestny Bell fell in 1941 and was only restored and returned in 2003. Attached to the belfry is a large refectory and the Transfiguration Church, both of which were built on the orders of Tsar Alexis in the 1650s.

To the left of the belfry is another, smaller, refectory which is attached to the Trinity Gate-Church, which was also constructed in the 1650s on the orders of Tsar Alexis who made it his own family church. The church is elaborately decorated with colourful trims and underneath the archway is a beautiful 19th century fresco.

Nativity of Virgin Mary Cathedral

The Nativity of Virgin Mary Cathedral is the oldest building in the monastery and among the oldest buildings in the Moscow Region. It was built between 1404 and 1405 during the lifetime of St Sabbas and using the funds of Prince Yury of Zvenigorod. The white-stone cathedral is a standard four-pillar design with a single golden dome. After the death of St Sabbas he was interred in the cathedral and a new altar dedicated to him was added.

Under the reign of Tsar Alexis the cathedral was decorated with frescoes by Stepan Ryazanets, some of which remain today. Tsar Alexis also presented the cathedral with a five-tier iconostasis, the top row of icons have been preserved.

Tsaritsa's Chambers

The Nativity of Virgin Mary Cathedral is located between the Tsaritsa's Chambers of the left and the Palace of Tsar Alexis on the right. The Tsaritsa's Chambers were built in the mid-17th century for the wife of Tsar Alexey - Tsaritsa Maria Ilinichna Miloskavskaya. The design of the building is influenced by the ancient Russian architectural style. Is prettier than the Tsar's chambers opposite, being red in colour with elaborately decorated window frames and entrance.

At present the Tsaritsa's Chambers houses the Zvenigorod Historical, Architectural and Art Museum. Among its displays is an accurate recreation of the interior of a noble lady's chambers including furniture, decorations and a decorated tiled oven, and an exhibition on the history of Zvenigorod and the monastery.

Palace of Tsar Alexis

The Palace of Tsar Alexis was built in the 1650s and is now one of the best surviving examples of non-religious architecture of that era. It was built especially for Tsar Alexis who often visited the monastery on religious pilgrimages. Its most striking feature is its pretty row of nine chimney spouts which resemble towers.

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Visual Thinking Strategies in medical education: a systematic review
Background Arts-based pedagogical tools have been increasingly incorporated into medical education. Visual Thinking Strategies (VTS) is a research-based, constructivist teaching methodology that aims to improve visual literacy, critical thinking, and communication skills through the process of investigating works of art. Harvard Medical School pioneered the application of VTS within medical ...
PDF Visual thinking strategies in medical education: a systematic review
odology called Visual inking Strategies (VTS). VTS is the use of art to teach visual literacy, thinking, and com-munication skills [8]. VTS was not originally developed for medical education, but rather for museum education. During a VTS discussion, a facilitator uses a very spe-cic facilitation protocol to steward participants as they
Visual Thinking Strategies in Medical Education: Staying Ope
To the Editor: We read with interest the articles by Prince and colleagues 1 and Kumagai, 2 and are delighted to see that visual thinking strategies (VTS), a method to facilitate analysis of a visual artwork, is taking hold in medical education. However, we question the application of VTS as described by Prince and colleagues.
Visual Thinking Strategies in medical education: a systematic review
Visual Think‑. ing Strategies (V TS) is a research‑based, constructivist teaching methodology that aims to improve visual literacy, critical thinking, and communication skills through the ...
PDF Visual Thinking Strategies: A New Role for Art in Medical Education
ing skills grow. These skills have been documented as transferring from art viewing to reading and writing. While VTS has not been studied in medical education, the authors have implemented VTS strategies with carefully selected "medical art pieces" to stimulate cognitive thinking, teamwork, and critical learning in medical resi-dents and ...
PDF Visual Thinking Strategies for Medical Students Draft 5
Section 1: Introduction. This research project explores the use of arts-based learning in medical education, focusing on how Visual Thinking Strategies can be used for medical students to augment. their training. Arts-based training in observation, communication and listening can.
Visual Thinking Strategies in Medical Education: Staying Open to
Visual Thinking Strategies in Medical Education: Staying Open to Possibilities ... Visual Thinking Strategies in Medical Education: Staying Open to Possibilities Acad Med. 2023 Mar 1;98(3):295. doi: 10.1097/ACM.0000000000005112. Epub 2023 Feb 17. Authors Margaret S Chisolm 1 , Linda Duke 2 , Mark B Stephens 3 Affiliations 1 Professor of ...
Fostering Wonder Through the Arts and Humanities: Using Visual Thinking
However, even the potential of these methods to support a capacity for wonder has not yet been fully explored. In this article, the authors explore how one of the most widely used and studied arts-based learning activities in medical education, Visual Thinking Strategies, can help develop a capacity for wonder among physicians.
Visual art instruction in medical education: a narrative review
In this regard, instruction in the humanities has been employed within medical education to build skills of observation, reflection, and introspection, flexibility in thinking, and tolerance for uncertainty and ambiguity [ 1 ]. The majority of initiatives employing humanities in student curricula have focused on training in the visual arts ...
Training our Eyes, Minds and Hearts: Visual Thinking Strategies for
This course, the first of its kind for CME, trains health care professionals at all levels to facilitate and apply Visual Thinking Strategies (VTS) techniques and mindsets in classrooms, meetings, clinics, and hospitals. Learning and applying VTS strengthens humanistic and analytic competencies and can transform medical education, patient care, teamwork, equity, and professional growth.VTS is ...
Using Visual Thinking Strategies (VTS) to Enhance Interprofessional
The Fine Art of Health Care program uses Visual Thinking Strategies (VTS), a methodology that has been used in elementary schools, art museums, police academies, and most recently in health professions schools. ... Reilly JM, Ring J, Duke L. Visual thinking strategies: a new role for art in medical education. Fam Med. 2005 Apr;37(4):250-2. 3 ...
Visual Thinking Strategies in medical education: a systematic review
Visual Thinking Strategies (VTS) is a research-based, constructivist teaching methodology that aims to improve visual literacy, critical thinking, and communication skills through the process of investigating works of art. Harvard Medical School pioneered the application of VTS within medical education in 2004.
Visual Thinking Strategies in Medical Education: Staying Open to
Visual Thinking Strategies in Medical Education: Staying Open to Possibilities. / Chisolm, Margaret S.; Duke, Linda; Stephens, Mark B. In: Academic Medicine, Vol. 98 ...
(PDF) Visual Thinking Strategies in medical education: a systematic
Background Arts-based pedagogical tools have been increasingly incorporated into medical education. Visual Thinking Strategies (VTS) is a research-based, constructivist teaching methodology that aims to improve visual literacy, critical thinking, and communication skills through the process of investigating works of art.
The impact of visual thinking in medical education
Background Considering medical humanities, medicine and art are two areas that resemble each other at several features. Clinical diagnosis involves the observation, description and interpretation of information of which visual ones take an important one. The skills described are important skills in the field of visual arts, as well. Underlying a good clinical practice; clinical examination and ...
Visual Thinking Strategies: A New Role for Art in Medical Education
One specific approach to teaching, known as Visual Thinking. Strategies (VTS), was codeveloped by Abigail Housen, a cognitive psychologist, and Philip Yenawine, an art educator. 6,7 Housen's original research focused on aesthetic meaning making—the thinking strategies people use to find meaning in a work of art.
Visual thinking strategies: a new role for art in medical education
Visual thinking strategies: a new role for art in medical education. Visual thinking strategies: a new role for art in medical education Fam Med. 2005 Apr;37(4):250-2. Authors Jo Marie Reilly 1 , Jeffrey Ring, Linda Duke. Affiliation 1 Family Practice Residency ...
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Masks Strongly Recommended but Not Required in Maryland, Starting Immediately. Due to the downward trend in respiratory viruses in Maryland, masking is no longer required but remains strongly recommended in Johns Hopkins Medicine clinical locations in Maryland.
7 Best Brain Exercises to Improve Memory, Thinking and Focus
Enhancing your cognitive health is essential for better memory, thinking, and focus. Here are seven effective brain exercises to boost your mind. Learning a new language boosts cognitive flexibility and memory by challenging the brain to recognise and communicate in new ways. Mindful breathing ...
40 Facts About Elektrostal
In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is ...
The flag of Elektrostal, Moscow Oblast, Russia which I bought there
Its a city in the Moscow region. As much effort they take in making nice flags, as low is the effort in naming places. The city was founded because they built factories there.
Visual Thinking Strategies in Medical Education: Staying Open to
Chisolm MS, Duke L, Stephens MB. Visual Thinking Strategies in Medical Education: Staying Open to Possibilities. Academic Medicine. 2023 Mar 1;98(3):295. doi: 10.1097/ACM.0000000000005112
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Savvino-Storozhevsky Monastery and Museum
Zvenigorod's most famous sight is the Savvino-Storozhevsky Monastery, which was founded in 1398 by the monk Savva from the Troitse-Sergieva Lavra, at the invitation and with the support of Prince Yury Dmitrievich of Zvenigorod. Savva was later canonised as St Sabbas (Savva) of Storozhev. The monastery late flourished under the reign of Tsar ...

Visual Thinking Strategies in medical education: a systematic review

Ana Sofia Alves

Matilde Monteiro-Soares

Dabney Hailey

Domingos Loureiro

Sofia Baptista

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Visual thinking strategies in undergraduate medical education

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Visual Thinking Strategies in Medical Education: Staying Open to Possibilities

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40 Facts About Elektrostal

Key Takeaways:

Known as the “Motor City of Russia.”

Home to the Elektrostal Metallurgical Plant.

Boasts a rich industrial heritage.

Founded in 1916.

Located approximately 50 kilometers east of Moscow.

Known for its vibrant cultural scene.

A popular destination for nature lovers.

Hosts the annual Elektrostal City Day celebrations.

Has a population of approximately 160,000 people.

Boasts excellent education facilities.

A center for scientific research and innovation.

Surrounded by picturesque lakes.

Well-connected transportation system.

Famous for its traditional Russian cuisine.

Home to notable architectural landmarks.

Offers a wide range of recreational facilities.

Provides a high standard of healthcare.

Home to the Elektrostal History Museum.

A hub for sports enthusiasts.

Celebrates diverse cultural festivals.

Electric power played a significant role in its early development.

Boasts a thriving economy.

Houses the Elektrostal Drama Theater.

Popular destination for winter sports.

Promotes environmental sustainability.

Home to renowned educational institutions.