ABSTRACT
Start from the learner’s agenda and recognise that people are ‘wired’ individually. Arts are not compulsory but people are. Experience of and insight into life is useful for doctors and other health professionals. Difficult cases may generate interest in non-medical approaches. Teachers should begin with art that interests learners, before attempting to stretch them. The aim should be to facilitate the use of an integrated self for the benefit of patients. Working with groups may necessitate compromise, but should not ignore individual expression. Narrative is a useful bridge from medicine to arts, and usually precedes appreciation of paint language and meaning. Recognise and be recognised as fellow travellers: artists, doctors and patients. A curriculum for an ‘Arts and Medicine’ module is proposed.
