Presented By: Neoreet Braha, Boston University Chobanian & Avedisian School of Medicine
Co-Authors: Kayra Cengiz, Boston University Chobanian & Avedisian School of Medicine
Nancy Donohoo, Boston University Chobanian & Avedisian School of Medicine
Cassandra Lee, Boston University Chobanian & Avedisian School of Medicine
Brandon Oddo, Boston University Chobanian & Avedisian School of Medicine
Tony Robinson, Boston University Chobanian & Avedisian School of Medicine
Emma Schmidt, Boston University College of Fine Arts
Noah Siegel, Boston University Chobanian & Avedisian School of Medicine
Jonathan Wisco, Boston University Chobanian & Avedisian School of Medicine
Crystal Zhu, Boston University Chobanian & Avedisian School of Medicine

Purpose
Enhancing physicians' ability to effectively communicate complex medical concepts with patients is crucial. This research focuses on improving physicians' artistic skills through the utilization of a previously published instructional video on optimal drawing techniques for explaining medical concepts. For the purposes of generalizing the complexity of involving multiple entities in a qualitative study to ascertain the effectiveness of a clinical communication intervention, the primary goal of this study was to describe the entire process by which we evaluated the impact of this instructional video on the quality of physicians' drawings. 

Methods
Our study three groups of participants: a) Physicians (two neurologists, one hematologist, one radiologist), each affiliated with teaching at Boston University Chobanian & Avedisian School of Medicine; b) five arts and architecture degree-holding artists who evaluated the physician drawings; c) undergraduate students who rated the communication effectiveness of the drawings. The physicians participated in the 30-40 minute Zoom-based study involving a pre-survey, a 5-minute drawing of a medical concept, a 16-minute instructional video, a second 5-minute drawing of the same concept, and a post-survey. The resulting drawings were rated by the artists using a validated scale, and then sent to undergraduate students for an evaluation of their effectiveness in communicating clinical information.

Results
The physicians were able to complete their drawings of medical concepts in the allotted 5 minutes and were engaged when watching the instructional video and answering survey questions. Physicians expressed a belief that enhancing drawings would facilitate easier communication with patients and showed interest in engaging in additional educational experiences to improve their artistic abilities.

Conclusion
Future research will investigate varied recruitment strategies and flexible scheduling to overcome challenges in physician participation in art-improvement workshops, and explore more efficient ways to integrate art into medical concept communication for improved patient understanding and well-being.