Purpose
To improve our medical students’ ability to interpret images of the human body, for the past three years, we have been conducting a session at the Georgia Museum of Art. Two years ago, we reported on our first experience with this session. Over the past two years, we’ve made changes in response to student feedback. We would like to report these changes, some surprising observations and our plans for future improvements.

Methods
During the first week of medical school, our students attend a two-hour, interactive session at the Georgia Museum of Art. This session is facilitated by three medical school faculty members working together with three art education experts. This session is evaluated qualitatively after the session, and its impact is measured quantitatively at the end of the first semester.

Results
In a class of 60 first-year medical students, 49 end-of-session and 34 end-of-semester surveys were completed. One of the most rewarding qualitative student responses was “...it reminded me to look at shapes, colors, and stuff like that first then determine what aligns with those findings rather than just trying to memorize what certain slides look like.... The end-of-semester survey indicated that changes made over the past two years led to more positive Likert scores and, surprisingly, indicated that students are using the techniques we presented to analyze radiographic images more often than histologic images, the original target of the art session.

Conclusion
This study indicates that improvements over the past two years have enhanced our student’s ability to interpret different types of unfamiliar images and that future improvement may be possible by including different types of medical images in our teaching session. We are therefore recruiting additional faculty from other biomedical disciplines to enhance our student’s ability to interpret different types of medical images.