Abstract
Purpose: To pilot the inclusion of a visual arts unit grounded in social constructivist theory and framed around Visual Thinking Strategy into an entry-level anatomy course and explore its influence on enhancing empathy in Doctor of Physical Therapy students. Methods: 37 students enrolled in the second semester of an 8-semester program participated in this exploratory study using a mixed methods, pre-test, post-test design. Prior to and after the 3-week unit, students completed the Jefferson Scale of Empathy – Health Care Provider Student version (JSP-HPS). After the unit, students provided written reflections on their learning experiences. The JSP-HPS was assessed via paired t-tests. Reflections were considered using an interpretive phenomenological analysis (IPA); reflections were read and data points were coded for emergent themes, connections, and constructs. Results: JSP-HPS scores increased from 115.7 to 120.4 (p=.002) indicating enhanced empathy. Pluralistic intellectual humility (PIH) emerged as the primary construct from the reflections. PIH included 4 themes of 1) Ambiguity tolerance, 2) Self-discovery, 3) Empathy, and 4) Collaboration. Conclusions: Art interpretation and creation were effective in enhancing students’ empathy; however, empathy emerged as one aspect of the construct of PIH. Once the 4 themes emerged, we intentionally ordered them as potential building blocks. Enhancing empathy - the way to connect to the emotions and experiences of another person - is going to be challenging without addressing other aspects of PIH including ambiguity tolerance and self-awareness. Educators should consider the use of art interpretation and creation as a way to strengthen these critical characteristics.
Recommended Citation
Collier NB, Taylor L. The Art of Empathy: Visual Art Interpretation and Creation to Enhance Empathy in DPT Students. The Internet Journal of Allied Health Sciences and Practice. 2024 Mar 22;22(2), Article 1.
