Annals of palliative medicine · 2026
Through their eyes: a breast cancer survivor-led art workshop for undergraduate medical students.
СтатьяНазвание и аннотация: Перевод в очереди
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Alkhaifi Muna, Starkman Rebecca, Zhang Elwyn, Peera Malika, Ahluwalia Preet, Paonessa Ellen, Langlois Sylvia, Kim Sarah, Nyhof-Young Joyce
Аннотация
BACKGROUND: As breast cancer survivorship increases, medical education must better prepare students to provide patient-centred care. Traditional didactic methods often fall short in fostering the requisite empathy and understanding. Integrating arts-based learning with patient storytelling may offer an effective approach to support affective and reflective learning outcomes. The objective of this study was to explore the potential of a novel arts-based educational approach aimed at enhancing medical students' understanding of breast cancer survivor patients' experiences and empathy through mindful engagement and collaborative creation.
METHODS: We conducted a two-hour experiential workshop with 23 first- and second-year medical students at the University of Toronto. Participants heard directly from breast cancer survivors and engaged in a facilitated, clay-based art-making session to reflect on patient experiences. Data were collected via non-participant observers, post-workshop questionnaires focus groups with students, and interviews with patient participants. Quantitative data were analyzed descriptively, and qualitative data were examined using reflexive thematic analysis.
RESULTS: The 23 student participants (100% response rate) described the workshop as impactful, citing deeper emotional engagement, increased empathy, and stronger understanding of cancer survivorship. Key themes included meaningful learning, high-impact educational value, and the workshop's role as a valuable curricular addition. Patient participants reported feelings of empowerment and affirmation.
CONCLUSIONS: Arts-informed, patient-centred education has the potential to enhance empathy and reflective practice among medical students. Future research should explore longitudinal impacts, curricular integration, and interdisciplinary scalability to further evaluate its potential in medical education.
METHODS: We conducted a two-hour experiential workshop with 23 first- and second-year medical students at the University of Toronto. Participants heard directly from breast cancer survivors and engaged in a facilitated, clay-based art-making session to reflect on patient experiences. Data were collected via non-participant observers, post-workshop questionnaires focus groups with students, and interviews with patient participants. Quantitative data were analyzed descriptively, and qualitative data were examined using reflexive thematic analysis.
RESULTS: The 23 student participants (100% response rate) described the workshop as impactful, citing deeper emotional engagement, increased empathy, and stronger understanding of cancer survivorship. Key themes included meaningful learning, high-impact educational value, and the workshop's role as a valuable curricular addition. Patient participants reported feelings of empowerment and affirmation.
CONCLUSIONS: Arts-informed, patient-centred education has the potential to enhance empathy and reflective practice among medical students. Future research should explore longitudinal impacts, curricular integration, and interdisciplinary scalability to further evaluate its potential in medical education.