Figure 1
Pedagogical sequence of the museum-based art observation innovation.
Table 1
Summary of evaluation findings across two cohorts.
| EVALUATION DOMAIN | 2023–2024 COHORT | 2024–2025 COHORT | INTERPRETATION FOR THE INNOVATION |
|---|---|---|---|
| Analysed questionnaires | 414 total: 211 pre, 203 post | 460 total: 241 pre, 219 post | Large consecutive cohorts; responses were anonymous and unmatched. |
| Perceived knowledge | 2.67 +/– 0.57 pre; 3.63 +/– 0.38 post; g = 1.97; p < .001 | 2.66 +/– 0.57 pre; 3.64 +/– 0.37 post; g = 2.01; p < .001 | Higher post-activity perceived knowledge scores; interpreted cautiously because of weak post-activity internal consistency. |
| Observational skills | 3.76 +/– 0.74 pre; 4.31 +/– 0.67 post; g = 0.78; p < .001 | 3.78 +/– 0.78 pre; 4.29 +/– 0.68 post; g = 0.70; p < .001 | Higher post-activity perceived observation scores, aligned with the central pedagogical sequence. |
| Empathy | 4.70 +/– 0.31 pre; 4.83 +/– 0.28 post; g = 0.45; p < .001 | 4.75 +/– 0.35 pre; 4.83 +/– 0.28 post; g = 0.27; p < .001 | Smaller group-level differences, probably influenced by high baseline scores and ceiling effects. |
| Perceived educational value | 4.30 +/– 0.67 pre; 4.87 +/– 0.30 post; g = 1.08; p < .001 | 4.31 +/– 0.65 pre; 4.87 +/– 0.30 post; g = 1.07; p < .001 | Students reported high perceived value and clinical relevance after the activity. |
| Able to identify signs/symptoms in artworks | 39.0% pre; 100.0% post; p < .001 | 38.3% pre; 100.0% post; p < .001 | Strong shift in perceived visual competence, not objective performance. |
| Familiarity with visual diagnostic methods | 32.9% pre; 91.6% post; p < .001 | 31.8% pre; 92.2% post; p < .001 | Students reported greater familiarity with visual diagnostic approaches. |
| Phase by cohort interaction | No significant interaction for the four main domains | No significant interaction for the four main domains | Similar group-level pattern across academic years, suggesting implementation stability. |
| Student recommendation | NPS = 83.7; mean recommendation = 9.41/10 | NPS = 83.5; mean recommendation = 9.41/10 | Very high acceptability. |
| Qualitative content categories | Specific artworks/authors; observation and visual diagnosis; art-medicine integration; teaching/communication | Same pooled pattern across available qualitative data | Students valued close looking and the art-medicine bridge; main requested improvement was longer duration. |
[i] Note. Values for knowledge, observational skills, empathy and perceived educational value are presented as mean +/– standard deviation. Pre- and post-activity responses were anonymous and unmatched; therefore, comparisons were analysed as independent groups within each cohort. NPS, Net Promoter Score; g, Hedges’ g.