Irwin M. Braverman, MD, and Paintings in the Yale Center for British Art.

Irwin Braverman, MD has had a lifelong interest in and appreciation of fine art and the importance of close observation as an essential skill in clinical medicine. These passions converged in his development, with Linda Friedlaender, Head of Education at the Yale Center for British Art, of a workshop for Yale medical students that brought them to the museum to examine paintings much as one would a patient with an unknown disorder. Needs to be longer.

The art of observation: bridging science and art to see the unexpected.

Observation is the heart of research, but it can be challenging to observe deeply and go beyond expected observations. Here, we describe activities designed for scientists to enhance their observational skills by engaging with art. In collaboration with an art gallery at our university, our lab practiced observing representational paintings in a systematic way, separating the act of observation from interpretation.

Looking Is Not Seeing and Listening Is Not Hearing: A Replication Study With Accelerated BSN Students.

Development of perceptual aptitude is a critical yet complex skill that requires the effective organization and interpretation of data using visual and auditory clinical observation. Educators face challenges in creating pedagogy that consistently demonstrates reliability and validity in fostering clinical skills. We have dependably used the arts as a means to improve students' auditory and visual skills, and this article will describe replication of our work with accelerated nursing students in a bachelor's program in their last semester of nursing school (n=23).

Looking is not seeing: using art to improve observational skills.

This project evaluated the effects of an art museum experience on the observational skills of nursing students. Half of a class of non-nurse college graduates entering an accelerated master's degree program (n = 34) were assigned to a museum experience, whereas the other half (n = 32) received traditional teaching methods. Using original works of art, students participated in focused observational experiences to visually itemize everything noted in the art piece, discriminate visual qualities, recognize patterns, and cluster observations.