Visual Thinking Strategies: Experiences of an Artsbased Curriculum in an Irish University Medicine and Health Faculty

Visual Thinking Strategies (VTS) is a student-centred curriculum designed to engage students in examination and discussion of pieces of art/images. Recent studies have identified the use of VTS as an effective tool in improving observation, critical-thinking and problem-solving skills among undergraduate healthcare students. To date, research regarding VTS within healthcare training has focussed primarily on student outcomes. We are not aware of any research investigating facilitators' beliefs and experiences of facilitating VTS.The aim of this study was to gather qualitative, descriptive data exploring facilitators' and students' experiences of VTS in the health disciplines of one Irish University. It was conducted in one higher education institution in Ireland where VTS is delivered as part of the undergraduate programmes within medicine and health disciplines. Eight facilitators and seven students participated. A qualitative research design was employed. Oneto- one, semi-structured interviews using open-ended questions were conducted. Descriptive thematic analysis was employed to analyse the participants' responses. Four main themes emerged from the data: VTS as a teaching method, student engagement with VTS, potential of VTS to transfer to clinic and the future of VTS within medicine and healthcare settings. Facilitators reported belief in the potential of VTS, however, expressed concerns that this potential is not yet being reached. Student data supports the use of VTS for development of clinical skills. Timing of delivery of VTS in relation to clinical practice was identified as a key consideration to increase opportunities for clinical transference, thus improving client outcomes. The need for curriculum embedment, further research and resources were identified as important factors contributing to further development of VTS within healthcare curricula. [ABSTRACT FROM AUTHOR] Copyright of AISHE-J: The All Ireland Journal of Teaching & Learning in Higher Education is the property of All Ireland Society for Higher Education (AISHE) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)