Analysis of article 1: Training the Clinical Eye and Mind
A crucial factor of medical decision-making is observing, including finding key data pieces, understanding patterns and reading meanings. Clinical observation is mostly taught during the most critical clinical years by instructor modelling (Shapiro et al., 2006). There is no single way to express these credentials, and medical educators have routinely experimented with using artistic preparation to improve observer acuity. The goal of this qualitative analysis was for the dissemination of observation and pattern recognition skills to help comprehend the commonalities and dissimilarities between artist-based and clinical teaching approach.
Training the clinical eye involved using systematic observation of figurative painting which was hypothetically foreseen to improve observation skills among medical students (Shapiro et al., 2006). In attempts to train clinical minds, this research used a qualitative design to examine what doctors have experienced by attending clinically or based on arts about observation and identification of trends
The study found that learners alike saw the benefit in the instruction they obtained and tended to develop observational abilities and pattern detection in both selves- and teacher report (Shapiro et al., 2006). It was especially significant to communicate pattern recognition principles to students, perhaps because patterns introduced in this condition corresponded with the actual clinical situation. In contrast, art patterns cannot so easily be applied to patients (Shapiro et al., 2006). Students have gained emotional recognition, empathy, identification of narrative and storytelling and knowledge of different experiences in arts-based circumstances.
Analysis of Article 2: Formal Art Observation Training on Diagnostic Skills
This article is about a study that aimed to improve the visual capacity of medical students through structured observations of artwork. The objective was to help learners to apply those skills when taking care of patients. The investigators were pushed by lack of confidence level in examination skills among aspiring medical students (Naghshineh et al., 2008). The study aimed to achieve its goal by teaching students how to find meaning in images through the use of mixed data collection and partially randomized study designs with pre- vs valuations after the course.
The research found that basing such medical research on the methodology uses Visual Thinking Strategies increased the learners capacity to interpret medical images. This was proved through a one hour test that was given to learners after the research (Naghshineh et al., 2008). The framework has been based on developing these skills using fine art. The qualitative and quantitative results indicate that analytical capabilities, significantly those specifically related to clinical practice, can be gained effectively by active, organized studies on artworks and medical imaging.
Similarities and Differences in methodology and arguments
The researchers in the first article used qualitative data for their study. This method entailed participatory observations, written responses from learners and post-session group interviews (Shapiro et al., 2006). On the other hand, the second article adopted a variety of methods. This included both qualitative and quantitative research methods (Naghshineh et al., 2008). Also, the study used prospective, partially randomized pre-vs. Post-course evaluations.
Both studies synonymously arrived at the same conclusion. The findings in the first article led to a conclusion that the approaches researched were inevitably supplementary and, together, may add to the phase of clinical medicine training by allowing learners to visualize a patient more thoroughly (Shapiro et al., 2006). The second article concluded that the interdisciplinary study enhanced the ability of learners to make correct art and physical interpretations
Lastly, both studies acknowledged that the ability of medical students to distinguish various images correctly physically would help them to succeed during the clinical diagnosis of multiple patients while working.
Discussion on expectations and improving the learning experience
I hope to learn different facets of interpreting medical images that will enhance my medical cognitive and diagnostic skills when working. This class will also equip me with analytic reasoning. For example, if a patient approaches me with signs that I have learned, it will be easier to identify the condition by ruling out other possibilities that manifest similarly. To improve my learning experience, I will be keen on asking questions for clarity on specific issues. Also, though group discussions, I will strengthen my medical skills and expand my scope of knowledge.
Finally, I will be involved more in academic and clinical research. According to Miles et al., (2017), medical schools concentrate on student study whether they are laboratory or clinical. There are various explanations for this; it facilitates analytical thought and encourages interest.