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REPR POE
Tasha Maree BCM3 15015786

Abstract
The research proposal on whether visual art should be a compulsory subject for first
year medical students.
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Table of Contents
Research Title................................................................................................................1
Research Proposal Background.................................................................................1
Research Problem.........................................................................................................1
Relevance of Research Proposal to my Field of Study...........................................1
Research Question........................................................................................................2
Objectives of the Research Study..............................................................................2
Theoretical Approach...................................................................................................2
Literature Review...........................................................................................................3
Conceptualisation.........................................................................................................5
Paradigm.........................................................................................................................6
Research Design............................................................................................................6
Units of Analysis and Population Parameters..........................................................6
Target and Accessible Population..............................................................................7
Non-Probability and Probability Sampling................................................................7
Non-Probability Sampling Method: Stratified Sampling.........................................7
Probability Sampling: Convenience Sampling.........................................................8
Sample Size....................................................................................................................8
Data Collection Method................................................................................................8
Survey............................................................................................................................10
Data Analysis Procedures..........................................................................................12
Validity, Reliability and Trustworthiness of Research...........................................13
Ethical Consideration..................................................................................................14
Possible Limitations....................................................................................................15
Anticipated Contribution of the Research Study....................................................15
References....................................................................................................................16
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Research Title
Should visual art be a compulsory subject for first year medical students?

Research Proposal Background

The context lies within medical facilities in universities. This issue of a negative perception
on visual art can be seen due to a lack of education and exposure to visual art. This
particular perception is bred due to portrayals in media, incomes from various professions as
well as shared views from like-minded individuals.

Visual art has been deemed an inferior subject due to a historical perception that it has no
value within traditional education. The arts has been recognised for it’s aesthetic and visual
contributions to the academic system however it is unfortunately limited to just this (Baker,
2016). Visual art is categorized to be a “soft science,” and deemed to be inferior to “hard
science” where the perception lies that it has a greater contribution to our society
(Helmenstine, 2018).

The negative perception around Visual art creates the stigma that it has no purpose within
an academic curriculum, it undervalues the subject and disregards the potential it has to
create a holistic education (Nderu-Boddington, 2008). Producing better medical
professionals creates a possibility for more solutions within the healthcare system and the
change the way medicine is practiced (Bell and Evans, 2014).

Research Problem
The contribution of visual art towards medical degrees is perceived to have an insignificant
impact on the outcome of medical professionals. The perception is that various subjects are
deemed inferior or with minimum academic value in comparison to other subjects (Bell and
Evans, 2014).

Relevance of Research Proposal to my Field of Study

The negative perception of visual art is primarily based on the stereotypes portrayed in
media and advertising. Branding plays a role in the manner in which people perceive various
subjects. The way subjects are marketed and the manner in which the media focuses on
subjects that are more analytically orientated is a reason for the perception of subjects like
visual art. Branding and the way the media portrays information can create a bias and
falsified view. The use of advertising that pushes stereotypes for e.g. the negative view
parents show towards children choosing to take on visual art as a subject, it creates the
impression that visual art is inferior to other subjects like the sciences.
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By diving into this subject I can learn and focus on branding the truth and instead of
promoting stereotypes rather displaying different viewpoints and how they add value.

Research Question
Does taking visual art as a first year student of medical education have an effect on the type
of medical professional they graduate to be?

Objectives of the Research Study

If the role of visual art can create a beneficial impact on medical students and ultimately
produce better medical professionals, it can change the manner in which medicine is
practiced (Bell and Evans, 2014). The objectives of this study are to determine how visual art
integration can be impactful and in what manner with a focus on how visual art can be
beneficial to a medical student. The aim is to gather insight into why visual art is not
perceived to have any academic value and to focus on why visual art integration into
academic systems is important. This research study can change the stereotypes based
around subjects as well as the stigmas attached to the individuals who participate or are
involved in subjects like visual art. The objective is to show that each type of subject has a
different value to education and can add to a holistic education.

Theoretical Approach
As a result of this research encompassing tertiary institutions such as South African medical
institutions, the overall arching framework will be based on tertiary education. In doing so the
following theories have been identified as appropriate with regards to my research question:
The Art Integration theory (2002) and Howard Gardner’s Multiple Intelligences theory (1993).

Art Integration Theory (Eisner, 2002)

Art Integration is the focus on how various forms of creative practices in this research paper
specifically visual art and the impact it can make in collaboration with analytical and cognitive
thinking (Burnaford et al., 2007). According to Eisner as students engage in the arts, they
learn skills such as observation, problem solving, organising and communicating, these skills
can be transferred to other learning situations (Eisner, 2002). This theory believes that
students achievements are heightened in an environment with high quality arts education
offerings (Burnaford et al., 2007). The art integration theory is necessary for this study as it
provides a basis and grounding for the research question as to whether visual arts should be
a compulsory subject for first year medical students. Through the use of this theory a
decision can be made as to whether integrating visual art into medical degrees can have a
positive impact and be a worthwhile integration (Burnaford et al., 2007).
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Howard Gardner’s Theory of Multiple Intelligences (Gardner, 1993)

Gardner’s theory suggests that individuals may possess many different kinds of intelligences
including; linguistic, logical-mathematical, musical, spatial, bodily-kinesthetics, interpersonal,
intrapersonal, naturalist (Gardner, 1993). He viewed intelligence as “the capacity to solve
problems or to fashion products that are valued in one or more cultural setting” (Gardner,
1993). Though visual art is not considered to be an intelligence, it has strong relations to
spatial intelligence which involves the potential to recognise and use the patterns of wide
space and more confined areas (Tan, Ponnusamy and Yau, 2015). It deals with the ability to
think and comprehend in images. This specific theory is valid within this study as Gardner
focuses on multiple intelligences and the equal value they all share within their purpose
(Foster, 2015). It also shows insight in how visual art can also be an intelligence by being
integrated with spatial intelligence (Tan, Ponnusamy and Yau, 2015).

Literature Review
Through various pieces of literature this review will focus on the perception of visual art and
the benefit it can have on medical students within the education system. The literature will
have a focus on the impact of art integration into the medical curriculum. This review will
display the role that visual art can play within medical education and why it should be valued
to have an equal academic contribution in comparison to other subjects that are analytical
and science orientated.

Visual art has the ability to be more than aesthetically pleasing self-expressive works, the
instilling of art integration can alleviate a major issue found within medical education.
Through the use of media, society has become more prevalent to a desensitized lifestyle,
one that unfortunately lacks empathy. As cited in A Complete Medical Education Includes
the Arts and Humanities, (2014) it states that “Art rediscovers, generation by generation,
what is necessary to humanness.” As a medical practitioner, empathy is the core of medicine
(A Complete Medical Education Includes the Arts and Humanities, 2014). However due to
the university curriculums, medical students are at a disservice where unfulfilled potential
has not been discovered. Visual art can be used to stimulate empathy and foster
professionalism. Through the use of art integration, medical curriculums have a more holistic
approach and students are able to engage differently with patients. Integrating the arts into
various education systems can eradicate the perceptions of visual art lacking in academic
contribution (A Complete Medical Education Includes the Arts and Humanities, 2014).
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According to Howard Gardner’s Multiple Intelligences theory, all of us as human beings

possess a number of intellectual potentials. He focuses on the understanding that
intelligence has different forms and each person may possess a different type (Foster,
2015). This theory is therefore integrated into art education and the effects a holistic
education can have on students (Foster, 2015). By creating a curriculum that incorporates
education of different intelligences, a new thinking to solve solutions can be used. Gardner
believes that each intelligence has a purpose within our society, however through its
integration it can be more impactful. His theory recognizes that each intelligence has a
contribution to academic knowledge and that they each have an equal value and
purpose (Foster, 2015). The use of different intelligences has the beneficial impact to retain
information better and strengthen memory. Knowledge of multiple intelligences could
enhance medical education by incorporating varied instructional strategies such a concept
mapping and creating tables and drawings (Kanthan and Mills, 2014). This further broadens
the horizons of students’ education and sparks discussion about the redesigning of medical
education curricula (Kanthan and Mills, 2014).

The perception of visual art is deemed inferior in comparison to technical and science
orientated subjects (Nderu-Boddington, 2008). Through art integration and educating
students through the use of a holistic curriculum an equal perception can be created. Visual
arts can be valued as a subject that holds academic value and contribution (Nderu-
Boddington, 2008). Through a study by Nderu-Boddington (2008) he found that school
systems that demonstrate high levels of commitment to art education motivate students and
therefore leads them to be successful in other academic areas. Through this knowledge and
applying art education, visual art can be valued to have academic contribution to society
through the benefits it adds in the medical field.

The use of art integration within the medical field has the potential to mould medical
professionals to be empathetic to patients as well as create a new learning experience within
the curriculum that expands the capacity of knowledge for students (Tan, Ponnusamy and
Yau, 2015). The arts may contribute to the medical field in three potential ways they may
give insight into common pattern or response, insight into individual difference or uniqueness
as well as enrichment of language and thought (Bell and Evans, 2014). A work of art
essentially will provide medical students with the ability to recognize general pattern of
human emotion and response (Bell and Evans, 2014). Visual art provides an insight into the
lives of patients through visual observation. Through analyzing and critically assessing,
these skills improve medical practitioners ability to observe which when applied can heighten
their ability in their clinical and practical work (Bell and Evans, 2014). Through a study from
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Bell and Evans (2014) research showed that an art-based approach to teaching
observational skills may we worth a consideration to be included in the medical curriculum.
In the long-term visual arts is effectively beneficial guiding medical students with a patient
centered world view (Mengxiao, 2013). Visual art helps promote a humanistic approach to
medicine that instills a sense of compassion (Mengxiao, 2013).

Stanford and many other Ivy League Schools that are based within the United States of
America have started to integrate visual art into medical education due to the benefits and
the thinking capabilities it offers (Mengxiao, 2013). One study investigated how educating
students through being “visually literate” by analyzing different pieces of artwork and
connecting them to clinical skills which could improve students ability to reason physiology
from visual clues of their patients (Baker, 2016). Art ultimately helps improve students
observational and diagnostic skills as well as making students more emotionally attuned to
their patients (Baker, 2016). First year students are also easier to form new opinions and
are more subjected to different learning methods. Integrating visual art into the first year
medical syllabus allows students to form new-thinking solutions and skills from an early
stage (Mengxiao, 2013).

Conceptualisation

Visual Art
Art forms that are centred around works that are perceptible and visual in nature. E.g.
painting, drawing, sculpture, ceramics, printmaking, photography (Unbound Visual Arts,
2018).

Medical Students
Those studying to become doctors and specialists

Better Medical Professionals

Those within the medical field who approach their speciality through a holistic approach

Perception of Visual Art

Within society holistically, the viewpoint of visual art is one that is seen to be inferior to other
more analytical orientated subjects (Nderu-Boddington, 2008).
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Soft Science
A term used to describe the humanities and deemed inferior due to the perception of its
complexity in comparison to natural sciences (Helmenstine, 2018).

Hard Science
A term used to describe the natural or physical sciences and is perceived to be superior due
to the perception of difficulty (Helmenstine, 2018).

Tertiary Education
A formal, non-compulsory level of education that follows after a high school level education
and can be pursued through a college or university where students are able to achieve
various certifications after qualifying from their graduate program
(Qualityresearchinternational, 2018).

Paradigm
The research topic focus is set within a critical realism paradigm as it potentially exposes the
myth that visual art has no academic value within a medical field of study. Critical realism
focuses on both positivism and interpretivism and concentrates on knowledge being
subjective (du Plooy-Cilliers, Davis and Bezuidenhout, 2014). In conducting this research
there is a possibility to empower people to transform society radically. By encompassing how
visual art may have a role in the medical field of study transformations can be made within
the education sector therefore critical realism is the paradigm for this topic. If visual art has a
positive influence on the education of medical students, this knowledge will be a tool for
people to change their existence and rethink the way learning is done.

Research Design
The research design will consist of mixed methods, both quantitative and qualitative
methods to organize the research. The design of this research paper focuses on developing
an exploratory case study of Nelson Mandela School of Medicine’s students and their
perception of visual art. The case study will focus specifically on their viewpoints regarding
visual art which will initiate and determine whether visual art should be a compulsory subject
for first-year medical students (du Plooy-Cilliers, Davis and Bezuidenhout, 2014).

Units of Analysis and Population Parameters

The units of analysis for this research paper are the individuals that this research will be
centered around (du Plooy-Cilliers, Davis and Bezuidenhout, 2014). Therefore the
population parameters consist of South African medical graduates and professionals. The
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population will consist of three target groups; first year medical students at the Nelson
Mandela School of Medicine, post graduate medical students and practicing specialized
medical professionals. The population for this research study consists of these three groups
instead of solely the first-year medical students because each target group creates a holistic
and better understanding for the context of this research topic. This population will also focus
on those who have been exposed to visual art within their senior high school curriculum or
university module program versus those who have not been exposed to visual art. All
students who are involved and part of the population for this research paper need to have
30-48 entry requirement points which is an indication of their level of intellect.

Target and Accessible Population

The target population is all the first-year medical students, post medical graduates and
specialized medical professionals within South Africa that have been impacted by visual art
either from their senior high school or university education as well as those who have not
been exposed to visual art. However this population is too large to be tested and therefore
the accessible population will consist of the three target groups that are situated within
Durban, Kwa-Zulu Natal and specifically the students who had university requirement entry
points of between 30-48. All those who lie within the three target groups and are not
participants in the research study are considered the sampling error (du Plooy-Cilliers, Davis
and Bezuidenhout, 2014).

Non-Probability and Probability Sampling

This research study will consist of both non-probability and probability sampling methods to
form a holistic approach. The non-probability sampling will be used to identify the ratios of
visual art exposed medical professionals and graduates versus those who have not been
exposed to visual art. The statistics and percentages derived from these sampling methods
will be able to determine if visual art has had any impact on the medical professionals and
graduates who have been exposed to visual art. The probability sampling is used to
determine the perceptions and viewpoints that the target groups may have on visual art. To
discover if visual art may have played an integral role in the success of the post graduate
and specialized medical professionals.

Non-Probability Sampling Method: Stratified Sampling

Stratified sampling divides the population into sub-units or strata which will make conducting
the research convenient as the population is already categorized into three target groups.
This method will specifically be used as to develop a final sample that is true representation
of the medical institutions and professionals of South Africa (du Plooy-Cilliers, Davis and
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Bezuidenhout, 2014). The use of stratified sampling will be able to determine the ratio of
students and medical professionals that have been exposed to visual art to those who have
not been in proportion to the target population. Each target group must be a direct
representation of the population, this may also focus on males and females in proportion to
the population.

Probability Sampling: Convenience Sampling

For this research study convenience sampling is applicable and useful as the population will
consist of students from the Nelson Mandela School of Medicine which is regarded as
convenient as there are students and connections at this university that I am already aware
of. This method will be used to identify students within the medical department as well as the
professionals that practice medicine. These will be medical practitioners and graduates that I
know as a researcher and may have a connection with. This will make obtaining the
information needed for this research study accessible.

Sample Size
The sample population is divided into three groups but will consist of 120 participants. The
sample size of the first-year students will be 75 participants, 25 post-graduate medical
participants and 20 specialized medical professionals.

Data Collection Method

All forms of data collection regarding interviews and focus groups will have a Dictaphone or
recording device as well as scribe to take notes that will be used to analyze the data.

Interview with Visual Art Students

Although art students are not a part of the population for this research study, their insight
and perception of visual art may add context and understanding as to how it may impact
various academic subjects. The purpose for interviewing a visual art student is to have a
broader understanding of the visual arts. Through interviewing these students the
perceptions of visual art can be identified. The interview will be centered around why visual
art is of important and should be acknowledged as an academic subject. Students will share
why they believe visual art has value and the learnings that visual art has to offer.

Interview with Post Medical Graduates

The purpose of these interviews is to determine that as graduates whether visual art has had
an impact on the manner in which the medical professionals practice. To compare if there is
an influential difference between the graduates who were exposed to visual art and to those
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who were not. To also determine whether being exposed to visual art has impacted them as
medical professionals as well as their perceptions towards visual art and how do they value
it as an academic subject.

Focus Groups with Medical First Year Students

A focus group with the first-year medical students at the Nelson Mandela School of Medicine
will be an indication of statistically how many students participated in visual art in their senior
high school years. The focus group will center around the perception of visual art and
whether it is deemed inferior in comparison to studying a medical qualification. This specific
data collecting technique will determine the overall perceptions and views shared by first
year medical students.

Questionnaires and Surveys

The questionnaires are designed to determine the knowledge, interest and exposure first
year medical students have towards visual art. To determine their perception and how they
value visual art as a subject of academic contribution to medical science. The
questionnaires and surveys will differ from the focus groups as they will be more quantitative
orientated. They will also be able to access a greater distribution of medical students
whereas the focus group will be more intimate and private for the students to share their
honest perceptions and viewpoints. The questionnaire and surveys will be distributed to the
first-year medical students via their university emails therefore being able to access the
majority of the accessible target population.

Interview with the Top 10 Surgeons in Kwa-Zulu Natal

The best surgeons are regarded as the best for a reason, therefore the purpose of this
interview is to determine whether visual art may have played a role in these surgeons
becoming successful. The interviews will focus on the surgeons perceptions of visual art,
whether they were exposed to visual art and their beliefs on its academic value. The
interviews can determine whether visual art has the potential to change the manner in which
visual art is viewed and the effects it can have if people are exposed to it.
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Survey

Survey for First-Year Medical Students

1. Did you take visual art (E.g. painting, drawing, sculpture, ceramics, printmaking,
photography) in high school during grade 10-12?
a. Yes
b. No

2. Have you ever been exposed or interested in visual art? if yes please explain
a. Yes, explain
b. No

3. How often do you engage in visual art?

a. Very Often
b. Often
c. Seldomly
d. Rarely
e. Not at all

4. Do you think visual art is “easier” than studying medicine?

a. Yes
b. No

5. Would you take a visual art module if it was offered for your course using a Likert
scale strongly agree 1,2,3,4,5 strongly disagree?

6. Do you think the purpose of visual art is to create aesthetically pleasing artworks?
a. Yes, explain
b. No, explain

7. Do you think visual art is an important subject?

a. Yes
b. No

8. Do you think visual art has any place or contribution to academic learning?
a. Yes, explain
b. No, explain
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Interview with Visual Art Students

1. As a student how has visual art impacted you?
2. What are the benefits and key learnings of visual art?
3. Why do you believe that visual art is important?
4. What are your beliefs or feelings around visual art?

Interview with Post Medical Graduates

1. What is your perception or viewpoint of visual art?
Prompt
i) Is it an easy subject?
ii) Is it only for creative people?
2. Do you have an interest in visual art?
3. If yes, has visual art made any impact on your medical profession?
4. Do you believe that visual art is a beneficial subject?
Prompt
i) Do you believe that those who participate in visual art are not as intellectual to
those who are involved in the sciences?
ii) Do you think visual art has the ability to assist in creating successful medical
professionals?
iii) Do you think the only purpose of visual art is to look visually appealing or to be
exhibited in art galleries?

Interview with the Top 10 Surgeons in South Africa

1. What is your perception or viewpoint of visual art?
Prompt
iii) Is it an easy subject?
iv) Is it only for creative people?
2. Do you have an interest in visual art?
3. If yes, has visual art made any impact on your medical profession?
4. Do you believe that visual art is a beneficial subject?
Prompt
iv) Do you believe that those who participate in visual art are not as intellectual to
those who are involved in the sciences?
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v) Do you think visual art has the ability to assist in creating successful medical
professionals?
vi) Do you think the only purpose of visual art is to look visually appealing or to be
exhibited in art galleries?

Data Analysis Procedures

To analyse the data there are three analysing tools that will be used since the research
methods consisted of both quantitative and qualitative approaches. These approaches are
used to determine the result of the research topic, should visual art be a compulsory subject
for first year medical students.

Mean and Correlation Coefficient

The purpose of the mean is to determine the average number of students who participated
or engaged in visual art and are studying within the medical field. It’s also to determine
among the medical professionals and surgeons, the percentage of them who participated in
visual art. As well as the average number of those within the sample that believe visual art
has impacted them with regards to their career in the medical field. The correlation
coefficient will be used to determine if whether the exposure to visual art has had any
correlation to the success of the top surgeons in South Africa (du Plooy-Cilliers, Davis and
Bezuidenhout, 2014). The mean and correlation coefficient assists in developing the
statistics for the research topic.

Discourse Analysis
Discourse analysis will be used to determine the meaning expressed through language and
the spoken words of those within the sample size (du Plooy-Cilliers, Davis and
Bezuidenhout, 2014). The analysis will focus on the participants choice of words to derive
meaning from their perceptions on visual art and its contribution to academics. This
procedure will be used to analyse the surveys as well as the interviews and focus groups.
The word choice will indicate some direction into the feelings and beliefs of those within the
sample size.

Multimodal Conversion Analysis

The multimodal analysis tool will be used to analyse the focus groups and interviews as it
centers around a set of communication modes (du Plooy-Cilliers, Davis and Bezuidenhout,
2014). Multimodal discourse analysis defines a diverse range of approaches for studying
how social actors produce meaning and how social actors interact with other social actors
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and their environments (Sew, 2005).This analysis tool takes gesture, tone and body
language into consideration to decipher meaning (du Plooy-Cilliers, Davis and
Bezuidenhout, 2014). The analysis will focus on the other communication modes other than
spoken language to understand the perceptions that are shared regarding visual art and its
impact. Body language is also a key indicator to display discomfort or if a participant is
untruthful. Participants may indicate their viewpoints verbally however their gestures and
body language display the opposite viewpoint.

Validity, Reliability and Trustworthiness of Research

Validity
Validity will focus on whether the research measured what it was supposed to measure. It
focuses on whether the instrument chosen reflected the reality of the constructs that were
measured (du Plooy-Cilliers, Davis and Bezuidenhout, 2014). In the case of this research
paper, there will be focus on whether the research methods measure visual arts to be a
compulsory for first year medical students. The research will be considered to be valid if it is
aligned with the population parameters (du Plooy-Cilliers, Davis and Bezuidenhout, 2014).
The use of stratified sampling also emphasises the validity of the research and the ratio of
students and medical professionals that have been exposed to visual art. The research
design is another form that will measure the validity of the research through the use of the
development of an exploratory case study of Nelson Mandela School of Medicine’s first year
students and their perception of Art. Through the use of interviewing post graduate medical
students and the most successful surgeons will add validity to the research as it will focus if
their exposure to visual art has any correlation to their success within the medical
environment.

Reliability
Reliability is associated with the findings of research. An important aspect to reliability is if
another researcher were to conduct the research would the same results be produced (du
Plooy-Cilliers, Davis and Bezuidenhout, 2014). Therefore reliability is concerned with the
credibility of the research. The survey was used to determine the perceptions of the visual
art from medical first year students at the Nelson Mandela University of Medicine. If another
researcher were to conduct this research it would be considered to be an inter-rater type of
reliability (du Plooy-Cilliers, Davis and Bezuidenhout, 2014). This is because different
participants will be used but he same method, tool or instrument will be administrated. The
researcher will have to use other students that fit within the population parameters and use
the same research methods this will therefore make the research reliable.
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Trustworthiness
This research will focus on confirmability with regards to trustworthiness. Confirmability will
indicate how well the findings flow from the data. The research process will need to be
described in particular detail to ensure that another researcher will be able to draw the same
conclusion or similar based on the data (du Plooy-Cilliers, Davis and Bezuidenhout, 2014).

Ethical Consideration

Informed Consent
In conducting this research, ethical practice must be taken into consideration. When
conducting focus groups with the first year medical students and other participants it is vital
to receive informed consent which will permit this research to be published and used (du
Plooy-Cilliers, Davis and Bezuidenhout, 2014). Participants of the research will need to be
made aware of the requirements to participate in the research study. This information will be
in a written format and must receive the signature of all participants. When gathering this
data, participants must be kept anonymous during the entire process and especially when
giving their personal opinion regarding the research topic (du Plooy-Cilliers, Davis and
Bezuidenhout, 2014).

Confidentiality and Anonymity

All information obtained from our participants will be kept confidential as well as the
interviews with the first medical year students and post graduate medical professionals will
be anonymous (du Plooy-Cilliers, Davis and Bezuidenhout, 2014). However the interviews
that are to be conducted with the ten most successful surgeons in South Africa will not be
anonymous as the interviews will determine if there is correlation between these medical
professionals exposure to visual art and their success within their medical field. Surgeons
will therefore not be anonymous as this will also add reliability and validity to the research
because these medical practitioners are well-recognised within their practice (du Plooy-
Cilliers, Davis and Bezuidenhout, 2014).

Bias
On the researchers behalf it is to be noted that when conducting research to always be
impartial. Being interested within the research study and having a personal viewpoint must
not be expressed during any stage of the research process (du Plooy-Cilliers, Davis and
Bezuidenhout, 2014). Concentration on the facts and commonalities shared by the
population must be taken into consideration over one’s personal opinions. My viewpoints on
 16

how visual art can benefit medical students and the perceptions of art must be separated
from the research process (du Plooy-Cilliers, Davis and Bezuidenhout, 2014).

Possible Limitations
Lack of Participant Interest
A possible limitation could be the lack of willing participants from the Nelson Mandela School
of Mandela. Students often lack the desire to assist in providing research as it often requires
giving up their time. Therefore the use of incentives can be taken into consideration however
it may have an ethical impact. It should be considered that if an incentive is offered to obtain
participants, these participants may become influenced and it can affect the manner in which
they participate. Participants may believe they need to respond in a certain manner in order
to receive the incentive.

Accessibility
Interviewing the top ten most successful surgeons in South Africa may result in a limitation
as these medical practitioners may not want to participate in the research or are unable to
participate due to schedules and timelines. This can affect our research as these interviews
were to support the research findings identified (du Plooy-Cilliers, Davis and Bezuidenhout,
2014).

Anticipated Contribution of the Research Study

The aim of this research study is to redefine the perceptions that are associated with visual
art and to provide medical institutions with research into how visual art can be beneficial in
producing successful medical practitioners. This research study will contribute to the
education system within the medical profession and how the introduction of visual art within
the curriculum can benefit medical students.

In light of this, the research will provide a path and direction for educators and students to
identify the value that visual art can contribute to academics. By displaying the benefit that
visual art can have, it can be viewed as a subject with academic contribution and the stigma
associated around visual art can be eradicated. This research study focuses on displaying
value and benefits medical students can be exposed to when interacting with visual art while
changing the perceptions of visual art and creating new associations of value.
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References
1. A Complete Medical Education Includes the Arts and Humanities. (2014). Digital
Access to Scholarship at Harvard, [online] 16(8), pp.636-641. Available at:
https://dash.harvard.edu/bitstream/handle/1/23947104/26808164.pdf?sequence=1.

2. Bell, L. and Evans, D. (2014). Art, anatomy, and medicine: Is there a place for art in
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