Scholarlink

Background <p>Visual Thinking Strategies (VTS) is a method originally developed to enhance observation, critical thinking, and linguistic expression through guided discussion of visual materials. In recent years, VTS has increasingly been integrated into medical education as innovative tools to support clinical reasoning, empathy, and cultural awareness. However, studies combining VTS with art history remain limited in medical curricula. This study aimed to bridge the fields of medical education and art history by integrating selected works into VTS.</p> Methods <p>A total of 77 volunteer first- and second-year medical students participated in the study. During the study period, 15 VTS sessions were conducted. Selected artworks and the lives of their artists were chosen based on their historical significance, cultural relevance, and potential to stimulate meaningful discussion. Data were collected using pre- and post-study evaluation forms and were analyzed statistically.</p> Results <p>The findings demonstrated significant improvements in students’ visual observation skills, expressive language use, linguistic expression, interpretative capacity, and and inference ability. The VTS-based sessions facilitated deeper engagement with artworks and contributed to increased cultural awareness and sensitivity.</p> Conclusion <p>Integrating art history into medical education through VTS is an innovative and effective educational approach. This model supports the development of observational competence, linguistic expression, inference ability, and cultural awareness among medical students.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

From Observation to Expression: A Mixed-Methods Study of Visual Thinking Strategies in Medical Education

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年6月1日

查看全文
  • Hulya Elbe,
  • Anil Yucel,
  • Dilan Cetinavci,
  • Eralp Dogu

摘要

Background

Visual Thinking Strategies (VTS) is a method originally developed to enhance observation, critical thinking, and linguistic expression through guided discussion of visual materials. In recent years, VTS has increasingly been integrated into medical education as innovative tools to support clinical reasoning, empathy, and cultural awareness. However, studies combining VTS with art history remain limited in medical curricula. This study aimed to bridge the fields of medical education and art history by integrating selected works into VTS.

Methods

A total of 77 volunteer first- and second-year medical students participated in the study. During the study period, 15 VTS sessions were conducted. Selected artworks and the lives of their artists were chosen based on their historical significance, cultural relevance, and potential to stimulate meaningful discussion. Data were collected using pre- and post-study evaluation forms and were analyzed statistically.

Results

The findings demonstrated significant improvements in students’ visual observation skills, expressive language use, linguistic expression, interpretative capacity, and and inference ability. The VTS-based sessions facilitated deeper engagement with artworks and contributed to increased cultural awareness and sensitivity.

Conclusion

Integrating art history into medical education through VTS is an innovative and effective educational approach. This model supports the development of observational competence, linguistic expression, inference ability, and cultural awareness among medical students.