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This website contains art created by third year medical students during their rotation in Family Medicine and Primary Care in their studies at The University of Hong Kong.  The art was created in a medical humanities workshop designed to help the students develop their capacity to be caring healing professionals, in addition to being astute medical practitioners.  Through engaging in art making designed to promote reflection, the students were able to develop their capacity for increasing self-awareness and compassion for patient pain and suffering.  Guided by an art therapist, the students learn how art making can facilitate contemplation, expression and communication.  By sharing these images, we hope to inspire other healthcare and medical professionals to create art as a way to pay attention to themselves in order to better serve patients with empathy and understanding.


The art workshops were co-sponsored by the Centre on Behavioral Health of the Faculty of Social Sciences and the Department of Family Medicine and Primary Care of the Li Ka Shing Faculty of Medicine at The University of Hong Kong. The workshops focused on pain and suffering were supported by the Development Fund for Medical Humanities. This website and associated community education activities were made possible by the Knowledge Exchange Office of the University of Hong Kong.


This series of workshops was co-organized by Dr. Julie Chen, Assistant Professor in the Department of Family Medicine and Primary Care and Dr. Jordan Potash, Lecturer  in the Centre on Behavioral Health and Department of Social Work and Social Administration. Administrative and research assistance was provided by Joyce Tsang, Vivian Chau and Mabel Cheng.





本系列工作坊由香港大學家庭醫學及基層醫療學系助理教授陳芸醫生與行為健康教研中心及社會工作及社會行政學系講師Dr. Jordan Potash合辦,並由Joyce Tsang,Vivian Chau以及Mabel Cheng提供行政及研究的協助。





Art-making provided a novel approach to learning for students who are accustomed to traditional teaching topics and formats. The workshops contributed to the students’ gaining new understanding about themselves and others. By promoting greater self-awareness, medical students can become more aware of their emotions to enhance their clinical judgment and monitor signs of burnout.  For students who completed response art, the combination of viewing art made by their peers and creating art in response resulted in empathic understanding of patient pain and suffering and an appreciation of holistic care and the value of the doctor-patient relationship. Student reflections demonstrated that serious learning can take place in a creative atmosphere while simultaneously contributing to personal well-being.  Further, this project showcased how medical student-generated artwork has the potential to educate both students and professionals on the humanistic aspects of medical care.


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