A Reversed Retrogress: Scene 1 (The Purple Shall Govern) (2013), Mary Sibande. Courtesy of the artist and Somerset House London. Photograph by Flora Smyth Zahra.

October 28, 2019 | 5 min read

September Art Museum Challenge

By Flora Smyth Zahra, MA Clin Ed, DRestDent RCS, FHEA, Kings College London, Margaret Chisolm, MD, Johns Hopkins Medicine

By providing a creative space in which healthcare professionals can build skills integral to clinical practice, while also expressing their vulnerabilities and humanity, art museum-based education can humanize healthcare and provide an antidote to burnout.

Photograph by Dr. Margaret Chisolm.

January 30, 2020 | 6 min read

December Art Museum Challenge

By Flora Smyth Zahra, MA Clin Ed, DRestDent RCS, FHEA, Kings College London, Margaret Chisolm, MD, Johns Hopkins Medicine

The art museum is an emerging informal educational space for the health professions. Here, transformative learning theory provides educators with a model to understand how, through systematically challenging learners’ preconceived beliefs, assumptions, and values, students can grow in their developing professional role.

Ruth and Carl J. Shapiro Gallery (Gallery 232), Museum of Fine Arts, Boston, featuring "Daughters of Edward Darley Boit," by John Singer Sargent (American, 1856–1925). Photograph by Flora Smyth Zahra.

June 6, 2019 | 7 min read

May Art Museum Challenge

By Flora Smyth Zahra, MA Clin Ed, DRestDent RCS, FHEA, Kings College London, Margaret Chisolm, MD, Johns Hopkins Medicine

The art museum is a space that has lessons to teach about clinical excellence, and fosters both the personal development and professional identity formation of clinicians.

Édouard Manet: "A Bar at the Folies-Bergère," 1881-1882. This is a faithful photographic reproduction of a two-dimensional, public domain work of art. The work of art itself is in the public domain for the following reason: Public domain This work is in the public domain in its country of origin and other countries and areas where the copyright term is the author's life plus 100 years or less.

August 6, 2019 | 7 min read

July Art Museum Challenge

By Flora Smyth Zahra, MA Clin Ed, DRestDent RCS, FHEA, Kings College London, Margaret Chisolm, MD, Johns Hopkins Medicine

The skills required in the clinic are the same as those in the art gallery: to examine, investigate, embrace ambiguity, consider multiple interpretations, reflect, collaborate, and learn.

Window at St. Leopold’s Church, depicting the seven corporal works of mercy. Photograph by Margaret S. Chisolm

September 18, 2019 | 7 min read

August Art Museum Challenge

By Flora Smyth Zahra, MA Clin Ed, DRestDent RCS, FHEA, Kings College London, Margaret Chisolm, MD, Johns Hopkins Medicine

Clinical learning and practice are not removed from cultural and political realities. As clinical educators, it is our responsibility to create both humanistic learning environments that inculcate respect for the ultimate purpose of healthcare: the well-working of the human being as a whole.

Dr. Margaret Chisolm enjoying an outdoor art installation at the Glenstone. "FOREST (for a thousand years), 2012." Janet Cardiff and George Bures Miller.

February 6, 2019 | 5 min read

On Looking

By Flora Smyth Zahra, MA Clin Ed, DRestDent RCS, FHEA, Kings College London, Margaret Chisolm, MD, Johns Hopkins Medicine

The arts and humanities show us how to live as human beings. Our encounters with art help us to be better healthcare professionals, and give us insights that will help our learners and patients lead meaningful and purposeful lives.

Dr. Margaret Chisolm captures a photograph of the painting, "John, 1st Baron Byron," 2013, Kehinde Wiley (American, born in 1977), at the Museum of Fine Arts, Boston.

April 8, 2019 | 5 min read

On Looking: March Museum Visit

By Flora Smyth Zahra, MA Clin Ed, DRestDent RCS, FHEA, Kings College London, Margaret Chisolm, MD, Johns Hopkins Medicine

Visual Thinking Strategies and the Personal Response Tour are two examples of museum-based pedagogical practice that build critical thinking skills, foster empathy, and allow for reflective space away from the clinic.