Drawing Students In How Librarians Developed and Taught

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Drawing Students In: How Librarians Developed and Taught an Elective on Graphic Medicine Marissa

Drawing Students In: How Librarians Developed and Taught an Elective on Graphic Medicine Marissa Gauthier, MSLIS

Marissa Gauthier Research & Instructional Services (RIS) Librarian Richard Mc. Intyre, Jr Jenny Miglus

Marissa Gauthier Research & Instructional Services (RIS) Librarian Richard Mc. Intyre, Jr Jenny Miglus Emerging Technologies Librarian RIS Librarian Teri Shiel Information Desk Head/RIS Librarian Wendy Urciuoli RIS Librarian

Objectives 1. Explore new instruction topics for electives 2. Introduce the UConn Health community

Objectives 1. Explore new instruction topics for electives 2. Introduce the UConn Health community to graphic medicine 3. Foster creativity and empathy in our medical and dental students

LEAP & ILOs From: https: //health. uconn. edu/academic-affairs/wp-content/uploads/sites/18/2015/11/course_catalog. pdf

LEAP & ILOs From: https: //health. uconn. edu/academic-affairs/wp-content/uploads/sites/18/2015/11/course_catalog. pdf

ILO Examples Proposal Writing Bootcamp Students and Their Self-Care Reproductive Research in Mice Introduction

ILO Examples Proposal Writing Bootcamp Students and Their Self-Care Reproductive Research in Mice Introduction to Immigrant Health Navigating the Pediatric Encounter The Functional Foot

From https: //www. comicsbeat. com/column-get-a-grip-give-yourself-a-dose-of-graphic-medicine/; https: //www. nytimes. com/2019/03/22/books/review/new-graphic-medicine. html; https: //www. bmj. com/bmj/section-pdf/186501?

From https: //www. comicsbeat. com/column-get-a-grip-give-yourself-a-dose-of-graphic-medicine/; https: //www. nytimes. com/2019/03/22/books/review/new-graphic-medicine. html; https: //www. bmj. com/bmj/section-pdf/186501? path=/bmj/340/7746/Analysis. full. pdf

“This module uses comics and drawing activities to help students better understand the multiple

“This module uses comics and drawing activities to help students better understand the multiple perspectives of those who interact with the health care system, and shows how comics can be used to communicate about the illness experience. The following seven classes provide suggested readings, discussions, activities, and a comic-making project, for guiding students’ study of how images and text can be used together to effectively communicate stories. ” Comics For Health and Medicine University Module- National Library of Medicine. (2018). https: //www. nlm. nih. gov/exhibition/graphicmedicine/educationhighered 1. html

Course Outline: • Class 1: Introduction to Graphic Storytelling • Class 2: Stories of

Course Outline: • Class 1: Introduction to Graphic Storytelling • Class 2: Stories of Illness- The Patient’s Experience • Class 3: Exploring Normalcy, Disability, Stigmatization, and Bias • Class 4: Caring for Others- The Perspective of Family Members • Class 5: Health Care Through the Eyes of the Clinician • Class 6: The Medical Students’ Experience • Class 7: Comics-Making Project Comics For Health and Medicine University Module- National Library of Medicine. (2018). https: //www. nlm. nih. gov/exhibition/graphicmedicine/education-highered 1. html

Graphic Medicine ILO NLM Module • Class 1: Introduction to Graphic Storytelling • Class

Graphic Medicine ILO NLM Module • Class 1: Introduction to Graphic Storytelling • Class 2: Stories of Illness- The Patient’s Experience • Class 3: Exploring Normalcy… • Class 4: Caring for Others- The Perspective of Family Members • Class 5: Health Care Through the Eyes of the Clinician • Class 6: The Medical Students’ Experience • Class 7: Comics-Making Project Graphic Medicine ILO • Day 1: Introduction • Day 2: Patient Experience • Day 3: Student Experience • Day 4: Doctor & Dentist Experience • Day 5: Presentations

Graphic Medicine ILO Course Objectives: Students will: • Explain the relevance of comics to

Graphic Medicine ILO Course Objectives: Students will: • Explain the relevance of comics to health care, specifically the power of pictures combined with text • Demonstrate how comics can be used to communicate varied perspectives on health and illness • Critically reflect on prior experiences and assumptions about health and illness • Apply the skills from this course to create a short comic about an experience with illness or medicine

Promotion & Outreach • Flyers around library and student bulletin boards • Facebook •

Promotion & Outreach • Flyers around library and student bulletin boards • Facebook • Word-of-mouth • Syllabus and course materials available in course catalog and Husky. CT (Blackboard)

Graphic Medicine ILO • One hour pre-class materials each night, two hour daily in-person

Graphic Medicine ILO • One hour pre-class materials each night, two hour daily in-person sessions for one week • In-class activities, readings, and discussion • Final project: 3 -5 page comic about a medicine-, dentistry-, or health-related experience • November 12 -16, 2018: Two first-year medical students • February 25 - March 1, 2019: Ten first-year students- seven dental, three medical

Day 1: Introduction to Graphic Medicine and Storytelling • Introduction to the course, daily

Day 1: Introduction to Graphic Medicine and Storytelling • Introduction to the course, daily diary, and final project • Mad-lib style exercise From Comic Relief for Medicine: https: //www. youtube. com/watch? v=P 7 m. Pe. JJ 5 u-

Daily Diary : By Jenny Miglus

Daily Diary : By Jenny Miglus

Storytelling: What makes a good story? What do you think?

Storytelling: What makes a good story? What do you think?

1. 2. Premise or theme Strong characters 3. World 4. Protagonist 5. Antagonist 6.

1. 2. Premise or theme Strong characters 3. World 4. Protagonist 5. Antagonist 6. Arc 7. Conflict

What’s his story? 1. Theme? 2. Characters? 3. World? 4. Protagonist? 5. Antagonist? 6.

What’s his story? 1. Theme? 2. Characters? 3. World? 4. Protagonist? 5. Antagonist? 6. Arc? 7. Conflict?

Storytelling Mad Lib! Once upon a time, there was blank. Every day, blankity blank.

Storytelling Mad Lib! Once upon a time, there was blank. Every day, blankity blank. One day, blank. Because of that, this thing happened. Because of that, this other thing happened. Until finally, all of these things happening led to this thing. The end. Using these prompts, take ten minutes to write a story!

Storytelling graphically: From Understanding Comics: The Invisible Art. By Scott Mc. Cloud. 1994: New

Storytelling graphically: From Understanding Comics: The Invisible Art. By Scott Mc. Cloud. 1994: New York: Harper Perennial.

Storytelling graphically: From Understanding Comics: The Invisible Art. By Scott Mc. Cloud. 1994: New

Storytelling graphically: From Understanding Comics: The Invisible Art. By Scott Mc. Cloud. 1994: New York: Harper Perennial.

Turning words into pictures: Take your Mad Lib and turn that story into a

Turning words into pictures: Take your Mad Lib and turn that story into a graphic short story. When you’re done, hang your story up on the wall for everyone to see!

By Emily Arciero, So. M 2022

By Emily Arciero, So. M 2022

Day 2: Patient Experience • Discussed articles on patient experience and building empathy •

Day 2: Patient Experience • Discussed articles on patient experience and building empathy • Examined comics from the patient’s perspective to explore themes and what tools the artist used in telling the story graphically • Drawing faces activity From: https: //www. nytimes. com/2019/02/18/smarter-living/five-things-i-wish-i-knew-chronic-illness-crohns-disease-ibd. html; https: //www. statnews. com/2018/08/31/shekinah-elmore-cancer-doctor-patients/

Day 3: Student Experience • Read and discussed comics drawn by medical students and

Day 3: Student Experience • Read and discussed comics drawn by medical students and what they say about the student experience • Reflected on their own experiences using prompts • Drawing health care providers activity From: doi: 10. 1001/jama. 2015. 13652

From: https: //sites. psu. edu/graphicnarratives/

From: https: //sites. psu. edu/graphicnarratives/

 • I was really impressed when a student/resident/faculty member… • The funniest thing

• I was really impressed when a student/resident/faculty member… • The funniest thing that happened this year was… • The most troubling that happened this year was… • My proudest moment as a student this year was…

From Noelle Whyte HMC Safari Adventure http: //sites. psu. edu/graphicnarratives/wp-content/uploads/sites/58355/2016/08/Whyte. pdf

From Noelle Whyte HMC Safari Adventure http: //sites. psu. edu/graphicnarratives/wp-content/uploads/sites/58355/2016/08/Whyte. pdf

Day 4: Doctor and Dentist Experience • Discussed the perspective of the doctor or

Day 4: Doctor and Dentist Experience • Discussed the perspective of the doctor or dentist • Re-wrote an excerpt from Smile by Raina Telgemeier • Clinician’s perspective activity From http: //annals. org/aim/article/1656688/missed

From Smile by Raina Telgemeier. 2010: New York: Graphix.

From Smile by Raina Telgemeier. 2010: New York: Graphix.

Day 5: Final Project Presentations By Emily Arciero, So. M 2022 By Ushma Patadia,

Day 5: Final Project Presentations By Emily Arciero, So. M 2022 By Ushma Patadia, So. DM 2022

By Joseph Sawan, So. DM 2022 By Chloé Broquet, So. DM 2022

By Joseph Sawan, So. DM 2022 By Chloé Broquet, So. DM 2022

By Vishaben Patel, So. DM 2022 By Robert Violette, So. DM 2022

By Vishaben Patel, So. DM 2022 By Robert Violette, So. DM 2022

Student Evaluation The goals and objectives of the course were achieved. The goals and

Student Evaluation The goals and objectives of the course were achieved. The goals and objectives of the course were clearly stated. The course design was appropriate for the material presented. 10 10 10 5 5 5 0 0 0 Strongly Disagree Neutral Agree Strongly Disagree Neutral Disagree Strongly Agree 10 Neutral Agree Strongly Agree Please rate the educational benefit of your final project/paper. 5 0 Disagree 10 5 Strongly Disagree The assigned reading was suitable in terms of level and amount. The lectures/presentations were appropriate for the student level. 10 8 6 4 2 0 Agree Strongly Disagree Neutral Disagree Agree Strongly Agree 0 Poor Fair Adequate Good Excellent

Student Feedback “Overall this course did an excellent job conveying the importance and educational

Student Feedback “Overall this course did an excellent job conveying the importance and educational opportunities that come with graphic medicine. I also greatly appreciated the faculty’s dedication to finding dental examples in graphic medicine in order for all of the dental students to connect to the material. I walk away learning that the tool of graphic medicine can be incredibly valuable in my future career. ” “I think this course was very good at encouraging creativity in students who aren't normally creative/artistic. They definitely excelled at making drawing manageable and fun for people who are not very comfortable with drawing or may feel intimidated by drawing. I also think the instructors planned some fun activities that let us relax and reflect on our medical school experiences. I really enjoyed this class and learning more about my classmates. ” “The materials were appropriate and I think the layout of the course was cohesive. It was a good mix of activity, discussion, and learning/reading. The hands on aspect made the course very fun and engaging, which is exactly what I was looking for in an ILO. ” “I wish we could have learned more about the history and development of graphic medicine. I am interested to learn more about the start of the "movement", the development of graphic medicine as a reflective tool for physicians, and the different applications for graphic medicine. I don't mind getting a little bit more "lecture" in some of the beginning classes. ”

Objectives 1. Explore new instruction topics for electives 2. Introduce the UConn Health community

Objectives 1. Explore new instruction topics for electives 2. Introduce the UConn Health community to graphic medicine 3. Foster creativity and empathy in our medical and dental students

Lessons Learned 1. Limit forced discussion, include as many activities as possible 2. Instructors

Lessons Learned 1. Limit forced discussion, include as many activities as possible 2. Instructors can participate, too! 3. Consider adding history and current state of graphic medicine movement 4. Hey dentists- start drawing! 5. For “student experience” content- make it relatable

From: https: //sites. psu. edu/graphicnarratives/

From: https: //sites. psu. edu/graphicnarratives/

 • I was really impressed when a student/resident/faculty member… • The funniest thing

• I was really impressed when a student/resident/faculty member… • The funniest thing that happened this year was… • The most troubling that happened this year was… • My proudest moment as a student this year was…

By Vishaben Patel, So. DM 2022 By Robert Violette, So. DM 2022

By Vishaben Patel, So. DM 2022 By Robert Violette, So. DM 2022

Future Plans • Promotion of graphic medicine on April 12, 2019 at Health &

Future Plans • Promotion of graphic medicine on April 12, 2019 at Health & Safety Fair • Sharing student comics • Drawing activity to enter to win a graphic novel • Partnering with faculty members to explore projects • Partnering with nurses to explore creating patient handouts and staff training materials • Create an art gallery of student comics • Teach the ILO again in Fall 2019

All Course Materials: uchc. libguides. com/leapgraphicmedicine Special Thanks To: National Library of Medicine’s University

All Course Materials: uchc. libguides. com/leapgraphicmedicine Special Thanks To: National Library of Medicine’s University Module: Comics for Health and Medicine: https: //www. nlm. nih. gov/exhibition/graphicmedicine/education-highered 1. html

Marissa Gauthier, MSLIS UConn Health Sciences Library 860 -679 -4052 | gauthier@uchc. edu

Marissa Gauthier, MSLIS UConn Health Sciences Library 860 -679 -4052 | [email protected] edu