Creative Arts

The creative arts can relate to many forms of the arts embodied in action and practice among them (but not restricted to) drama, dance and musical performance, visual arts, writing, publishing, graphic arts, cartooning, film, multi media and design.

In Humane

To be humane is to have or show compassion or benevolence.

Being concerned with the alleviation of suffering.

To interact with care, consideration and respect.

Medicine

the word medicine is from the Latin ars medicina, meaning the art of healing.

Broadly speaking the practice of medicine is to be

active in the prevention and treatment of illness.

Saturday, October 5, 2013

Reviews Creative Arts in Humane Medicine

 

October 5, 2013

We are pleased to share with you the following advance reviews for the book, "Creative Arts in Humane Medicine".





see all recent reviews and Table of Contents  at Brush Education, publishers' website:


http://www.brusheducation.ca/books/creative-arts-in-humane-medicine


others:


"Creative Arts in Humane Medicine takes us on a fascinating journey to meet the educators, clinicians, support workers and artists who apply arts-based methods in innovative ways to enhance patient care, reflexivity in learners and a sense of community, and well-being in practitioners. The book stands out with an emphasis on multiple media (theater, music, visual and digital imagery, literature and reflective writing), as well as the inclusion of international and interprofessional perspectives."

Allan D. Peterkin, MD, FRCPC, FCFP -- Head, Health, Arts and Humanities Program and Humanities Lead, Undergraduate Medical Education, University of Toronto



"Some have said that medicine, rather than being a science, is really an interactive process. It is informed by science but also dependent on psychology, sociology, philosophy, law and human creativity. McLean’s book should be a must read for those responsible for medical education...so that in the end the human connection between healers and those they heal is enhanced."

Michael Gordon MD, MSc, FRCPC -- Medical Program Director, Palliative Care, Baycrest Geriatric Health Care System; Professor of Medicine, University of Toronto



"Cheryl McLean's Creative Arts in Humane Medicine is a fascinating collection of essays that evocatively illustrates the importance of literature, music, photography, and art in facilitating self-care and awareness among health care providers, training empathetic physicians, and improving patient care."


Martin Donohoe, MD, FACP -- Author of Public Health and Social Justice (2013)

"Creative Arts in Humane Medicine is a graceful and important book that offers a groundbreaking, inspiriting engagement with issues such as empathy, empowerment, ethics and evidence, explored by a rich cast of inter-professional authors such as artists, educators, clinicians, and researchers. Through a collage of creative arts methods and messages, these authors illuminate the essence of the “human story of health care” as loving, healing and humanly embodied—an essential message in an era of highly institutionalized technical health care. A must read for academics, researchers, clinicians, and students interested in creative healing arts, narrative health and humane medicine, or for anyone interested in the application of reflection and curiosity, creative expression and arts-based methods to the field of healthcare."

Sue MacRae -- Registered Nurse, Clinical Ethicist, Psychotherapist, Former Deputy Director University of Toronto Joint Centre for Bioethics         





 
Available NOW! for order in hard copy and ebook formats.


Saturday, July 27, 2013

Heartfelt thanks to a creative team!


Distributed by University of Toronto Press


This publishing project  has been a year in the making and it has been a busy month working with the team at  Brush Education on last minute editing details for our upcoming book Creative Arts in Humane Medicine which is expected to be released in October.  As Editor of the book, Creative Arts in Humane Medicine,  I have been fortunate to work with some of the best editors in the Canadian publishing industry among them, Brush managing editor, Lauri Seidlitz and copy editor par excellence, Leslie Vermeer.  I want to extend heartfelt  thanks as well to our talented cover designer Carol Dragich of Dragich Design  (an important feature of our unique cover is the photography /artwork "Peace of Heart"  by medical student and photographer  Cyrus McEachern, which was featured in  the Heartfelt Images exhibit at the University of British Columbia, Cardiology.) Our creative cover is, in itself,  another fine example of the arts and medicine in action.  CM

Tuesday, July 23, 2013

Touching the Heart of What it is to be Human


Distributed by University of Toronto Press


Press Release, 
July 21, 2013
International Journal of the Creative Arts in Interdisciplinary Practice


Creative Arts in Humane Medicine 
Book touches the heart of what it is to be human

Creative Arts in Humane Medicine, Editor, Cheryl L. McLean, Published by Brush Education,  is a resource book for medical educators, practitioners and students as well as those in the allied health professions who wish to learn how the arts can contribute toward a more caring and empathic approach to medicine.  
In this collection, which features the latest research and real life examples, physicians, medical educators, researchers and allied health professionals, as well as medical students, residents, artists and others across Canada, the United States, United Kingdom and Australia show how the arts in action can contribute toward humane medicine.
To be humane is to show empathy or understanding and to care about the condition and suffering of others, to treat others as we ourselves might wish to be treated.  The word medicine itself is from the Latin “ars medicina” refers to the art of healing, the practice invested in the treatment and prevention of illness. Humanistic Medicine is a growing trend today as more medical professionals integrate the arts into their practice to improve communication with their patients and build better relationships.  A recent study found that close to half of all medical schools in The United States  involved the arts in some form in learning activities(Rodenhauser, Strickland, & Gambala).This survey showed that the arts are used to foster student well-being, enhance teaching and learning, and improve clinical and relational skills,for example, observation and diagnostic skills, reflection and insight.
There are other encouraging signs that the arts are alive and thriving in medical education today with programs integrating the arts and humanities into medical education and leading medical schools and universities offering more programming to promote creative and scholarly work at the intersections of the arts, humanities and medicine.  One Canadian effort, the Medical Humanities HEALS Program at The Faculty of Medicine, Dalhousie University, offers programming in visual parts, performing arts, the history of medicine and creative writing.  Another, The Arts and Humanities in Health and Medicine Program at The Faculty of Medicine and Dentistry at The University of Alberta,  launched in May 2006,  has a mandate to balance scientific knowledge and compassionate care.  Its mission statement formally acknowledges “the explicit recognition within the Faculty that clinical practice is both an art and a science”.  At The University of Toronto, the Undergraduate Medical Education (UME) program,  has begun to integrate different types of narrative systematically into the curriculum with a new companion curriculum.
At Yale School of Medicine, The Yale Medical Humanities and the Arts Council reports it is committed to fostering the use of the humanities, social sciences, and the arts as a lens for examining issues in health, medicine, and healing. Arts and Humanities at Harvard Medical School aim to promote the role of the humanities in medical education, clinical care and research. Stanford School of Medicine, Arts, Humanities and Medicine, has been established to promote creative and scholarly work at the intersections between the arts, humanities and medicine.
And there is growing support for the creative arts in humane medicine today coming from the medical students themselves.  The AMSA (American Medical Students' Association)  has over 150 chapters in medical schools across the United States and an estimated  350 pre-med chapters. Aliye Runyan M.D.,  Education and Research Fellow, American Medical Student Association, reports , The AMSA  Medical Humanities Scholars' Program exposes students to lead faculty in narrative medicine, humanities and the arts as they explore reflective capacity, communication, self care and the art of listening to their patients' stories.  "AMSA,"  Runyan writes, “believes it is paramount that the physician not only be a scientist but a humanist, a communicator and an advocate.”
I was recently a guest presenter for a webinar for The American Medical Student Association’s Medical Humanities Scholars’ Program.  During the session a student asked, “If this work (about the creative arts in medicine) is frequently about empathy and feeling the human story, how much empathy is too much empathy?  What if I can no longer bear it?” The student asked me a very difficult question, one not easy to answer.  Our creative work is powerful and profound in the way it frequently uses all the senses to foster empathy and  draw us closer to human understanding, but what are our human limits?  If I were in bed, ill and fighting for life, I asked myself, how much empathy would I hope my caregivers would extend to me?  When would enough be enough?   This collection raises provocative questions and proposes alternative approaches  in the hopes of inspiring new areas of investigation while opening up a larger conversation about the creative arts in medicine among students and medical practitioners.
The book, Creative Arts in Humane Medicine has been divided into four distinct and related sections.  Section 1, “Educating for Empathy through the Arts”; Section 2, "The Arts in Medicine and Practitioner Self Care" ; Section 3, "Navigating with Narrative Through Life Experience" ; and Section 4," The Creative Arts in Action for Change in Health".
Section l,  Educating for Empathy through the Arts, opens with special attention paid to the overriding theme in this collection, that of care and  fostering empathy through varied arts methodologies.  We begin our book with visual art as the focus as Andre Smith and his research team at The Department of Sociology, University of Victoria, demonstrate an innovative pedagogical approach using fabric art for teaching empathy with end-of-life health care providers.  Similarly, in my own article that follows, I share the process of creating an ethnodrama to raise awareness about aging, mental health and autonomy and discuss how writing and creating a performance based on research led to greater empathy and human understanding.  In his opening essay, Craig Chen MD, an anesthesiology resident at Stanford University Medical Centre, supports the view that the arts and humanities can bring about understanding about  illness and disease.    He explains,  

 “It is not easy to go to work every day and care for people who hurt themselves, are going to die, cry on your shoulder, feel terrified or distrust the health care system…The arts and humanities, with respect to medicine, are about understanding how humans experience illness and disease and placing that within a context of diagnosis, treatment and care”.   

The section’s closing paper by researchers Mina Borromeo, Heather Gaunt and Neville Chiavaroli,  from the Melbourne Dental School, explores the visual arts used in education for increasing observational skills and understanding as students are guided through the rediscovery and re-appreciation of  human responses as it applies to  Special Needs Dentistry.

In Section 2, The Arts in Medicine and Practitioner Self Care, we examine some of the daily challenges of working in medicine and the human realities of illness, disease, aging and death and how the arts can offer healthy opportunities for practitioners to deal with stressful situations while  addressing  their own self care needs.  Alim Nagji MD,  who is also an actor, producer and writer, stresses that teaching people to understand their patients stories must begin early in their training before the erosion of empathy.  Nagji believes using theatre in medical education for “performative reflection” can help students delve into the character’s back stories drawing parallels between those experiences and their own.  In the article that follows, Maura McIntyre’s arts informed research, part of the growing genre of performance ethnography, offers caregivers and others an opportunity to participate in reader’s theatre so that they might experience real stories of nursing home life.  Craig Chen MD informs us about the importance of providing health professionals and others a place for self expression through varied forms of  performance.  At Stanford,  medical students had a vital opportunity for expression and community connection through performance while audiences learned more about what it is like to work in the field of anesthesiology.  In the next article, Rachael Allen, an Artist in Residence (AIR) at university anatomy and clinical skills laboratories in the North East of England, writes about her work witnessing students engaged in lab work with prepared prosections of embalmed and plastinated specimens and believes it is fundamentally important for health and humane medicine that students working in anatomy labs are offered opportunities to express these intimate human encounters through art. Allen offers new and sensory approaches to anatomy and clinical studies while artistically rendering the undergraduate experiences of medical students.  Forms of art therapy for caregivers and varied modalities for healing  are also discussed in this chapter.   Music therapy has long been recognized as being effective for self expression and healing and, as Amy Clements-Cortes demonstrates in her article, music therapy in many forms can also help address stress and other issues for those working in palliative care settings. In other programs expressive approaches have also proven useful for healthcare practitioners as is presented in the article by  Diane Kaufman, MD and her team at The  University of Medicine and Dentistry of New Jersey.

Contributors present  personal stories and engage with narrative in Section 3, Navigating with Narrative Through Life Experience, as well as demonstrating  the applications of literature in medical practice.  Dr. Rita Charon, a leader in the field of narrative medicine,  has long advocated for the use of the narrative in medical education.  Each of our contributors navigate with narrative or use story in uniquely different ways, however, all writers in this section share in common an underlying belief about the humanity and dignity that can be found through fostering the practitioner patient relationship. Jasna Schwind, a nurse educator, writes about her work, informed by narrative inquiry while sharing aspects of her own illness story to demonstrate how intentional and thoughtful reflection allowed her, as both patient and caregiver, to make sense of the experience. Narrative and poetic inquirier, John J. Guiney Yallop,  writes in the article that follows, about his lived experiences over time with medical practitioners and, in so doing, poignantly illustrates the importance of the relationship between practitioner and patient.   Catherine L. Mah, MD, FRCPC, PhD a scientist, practitioner, researcher, and teacher discusses in her article the uses of literature and the childhood novel in pediatrics practice suggesting the approach  may help establish  a foundation for narrative examination in the one on one interview.
In Section 4, The Creative Arts in Action for Change in Health  we embrace change and the future opening with an exploration by Louise Younie,  a Clinical Senior Lecturer, Barts and The London School of Medicine and Dentistry, who writes about her journey of discovery through arts based inquiry and considers the transformative influences of  the arts  in medical education as well as within her own work. In the next chapter Canadian activist artists Carole Conde and Karl Beveridge are featured demonstrating the arts in action for change and the power of story and photography to touch people and advocate for humanity for those  who work in healthcare settings. Bandy X. Lee MD at Yale University believes that today there is a great need for collective and emotional healing. She reports The World Health Organization has noted that health is not just the absence of disease and, in terms of change, effective violence prevention may be the key to health and human flourishing and creativity.  Louise Terry PhD PGCHE LLB illustrates how digital stories and technology can help teach ethics and law to health and social service professionals while contributing to humane medicine.   Visual and audio technologies, she suggests, help realize and bring to life our human stories complete with actions, omissions, aspirations and values.
Our chapter closes with an exhibit from the heart as medical and fine arts students from The University of British Columbia, Canada, reach out and build bridges to understanding health and the heart while connecting to communities through the visual arts.
This is an educational  book in which, through creative processes, we  feel the human story, touching the heart of what it is to be  human in others while attentively loving and caring for ourselves…not only surviving but thriving as humane practitioners in our lives and work.  I invite you, through this book  to read, to engage and to actively learn through these chapters about the creative arts in humane medicine. I believe you will find, in keeping with the embodied nature of our field, each article unfolds in its way as a story, a revealing performance about life, a creative act within itself.

The book, Creative Arts in Humane Medicine will be released October 2013 and can be ordered through Brush Education.  

Brush Education is distributed by University of Toronto Press

  For information about presentations see keynotes:  









Saturday, May 11, 2013

Table of Contents Creative Arts in Humane Medicine

 Upper photo "Peace of Heart" by Cyrus McEachern, from 2009 Heartfelt Images, Faculty of Medicine, UBC    Cover design:  Carol Dragich

Preview of The Table of Contents:

Introduction 
     Foreword /Medical Students Support Arts and Humanities in Medicine
_________________________________________________________________________
CHAPTER 1
EDUCATING FOR EMPATHY THROUGH THE ARTS
Teaching Empathy through Role-play and Fabric Art:  An Innovative Pedagogical Approach for End-of-life Health Care Providers


The Process of Creating An Ethnodrama about Aging, Mental Health and Autonomy


 
Student Voices, The Art of Medicine Challenges Humanity Within Us

_____________________________________________________________________________________
 The Visual Arts in Health Education at The Melbourne Dental School
 ____________________________________________________________________________________

 CHAPTER 2
THE ARTS AND PRACTITIONER SELF CARE

Advocating for Drama and Performative Reflection in Patient Communication

______________________________________________________________________
Reader’s Theatre and Sharing the Experience of Caregiving
______________________________________________________________________
 The Stanford Arts and Anesthesia Soiree, Performing to Create Community and Understand Anesthesiology
 ___________________________________________________________________________
 Art Practice and Bringing Emotions to Life in the Anatomy Lab
The story of an Artist in Residence (AIR) 



Music as Medicine for Interdisciplinary Team Self Care and Stress Management in Palliative Care
  
Expressive Arts and Practitioner Self Care, “Simply Being Human”

 _______________________________________________________________________________

Medical Doodles:  Drawing Toward Learning and Remembering
_______________________________________________________________________________

CHAPTER 3
NAVIGATING WITH NARRATIVE THROUGH LIFE EXPERIENCE

The Narrative Reflective Process, Giving Voice to Experiences of Illness


Navigating Through Care, Life Experiences with Medical Practitioners


 The Childhood Novel and the Art of the Interview in Paediatrics Practice



 The Healing Arts Program, St. Paul’s Hospital, Saskatoon, Saskatchewan _________________________________________________________________

CHAPTER 4
THE CREATIVE ARTS IN ACTION FOR CHANGE IN HEALTH

Arts Based Inquiry and a Clinician Educator’s Journey of Discovery



Contemporary artists and Art in Action for Change in Healthcare

________________________________________________________________________________

Creative Arts: A Prescription for Violence

_______________________________________________________________________________

Digital Stories for Teaching Ethics and Law to Health and Social Service Professionals

_______________________________________________________________________
 Students Reach Out with Heartfelt Art
 Medical and Fine Arts Students Come Together to Build Bridges to Communities




This new book will also be available hard copy and as an ebook  and for sale from  the Brush Education website  when it is released later in 2013.this link will take you to the Brush Education website and one of our previous books.





 

Friday, May 10, 2013

Contributors Creative Arts in Humane Medicine, from Canada, U.S., U.K., Australia

 Upper photo "Peace of Heart" by Cyrus McEachern, from 2009 Heartfelt Images, Faculty of Medicine, UBC    Cover design:  Carol Dragich

We are pleased to introduce to you a (partial)  list of contributors to the book Creative Arts in Humane Medicine, Brush Education (2013) what follows are very brief descriptions:


Andre Smith
Associate Professor of Sociology at the University of Victoria and a Research Affiliate with its Centre on Aging. He has research interests in the areas of aging, ethnicity, and mental health. 
______ 

Aliye Runyan M.D.

Education and Research Fellow, American Medical Student Association AMSA is the founder, and director from 2008-2011, of the AMSA Medical Humanities Scholars'Program. 
______


Peter Kirk

Dr. Kirk is a Palliative Care physician who researches communication in palliative care. Dr. Kirk currently is a Clinical Professor with the Department of Family Practice at the University of British Columbia.

______

Craig Chen M.D.


is an anesthesiology resident at Stanford University Medical Center.

______

 
Mina Borromeo, Associate Professor and a Specialist in Special Needs Dentistry (SND) and Convener of SND at the Melbourne Dental School, University of Melbourne.  

______ 

Neville Chiavaroli

Senior Lecturer in Medical Education in the Melbourne Medical School at the University of Melbourne.

______

Alim Nagji M.D.


resident in Family Medicine at The University of Alberta ...he has created a complementary communication course for first and second year medical students entitled Performative Reflection  

______


Maura McIntyre
 
SSHRC post doctoral fellow at The Centre for Arts Informed Research in the Department of Adult Education, Community Development and Counselling Psychology, Ontario Institute for Studies in Education (OISE) University of Toronto. The substantive focus of her research is Alzheimer's Disease, specifically the psychosocial dimensions of care and caregiving, and the contexts in which lives with dementia are lived.

______ 

Rachael Allen


currently artist in residence at three University anatomy labs in the North East of England (Newcastle, Northumbria and Durham)

______


Amy Clements-Cortes


currently President, Canadian Association for Music Therapy, an academic advisor and sessional instructor of music therapy, University of Windsor; contract academic staff and clinical supervisor, Wilfrid Laurier University; and Senior Music Therapist/Practice Advisor at Baycrest Centre, Toronto, Canada.

______


Diane Kaufman M.D.

founder, Creative Arts Healthcare – The University Hospital. She is an Assistant Professor of Psychiatry and Pediatrics, a Child Psychiatrist, and the Senior Psychiatrist at the University of Medicine and Dentistry of New Jersey - New Jersey Medical School

______ 

Michiko Maruyama

currently a medical student at the University of British Columbia Northern Medical Program.

______

Jasna Schwind

Associate Professor in the Daphne Cockwell
School of Nursing, Ryerson University, Toronto

______

John J. Guiney Yallop

Assistant Professor, School of Education at Acadia
University. His research includes poetic inquiry, narrative inquiry, autoethnography, and
performative social science.  

______

Catherine L. Mah M.D.

is a Scientist at The Centre for Addiction and Mental Health, Assistant Professor,  Division of Public Health Policy,  Dalla Lana School of Public Health, University of Toronto


 Louise Younie

Dr. Younie is a General Practitioner and Clinical Senior Lecturer, Barts and The London
School of Medicine and Dentistry UK

______

Carol Conde/Karl Beveridge

Professional contemporary Canadian artists living and working in Toronto.

______


Bandy Lee MD

is a violence studies specialist. She is currently Assistant Clinical
Professor, Law and Psychiatry Division, Yale University and teaches students
representing prisoners and asylum seekers through Yale Law School. 


Louise Terry

is a healthcare professional (biomedical scientist) with a law degree and doctorate in medical law and ethics.  She has taught ethics and law to undergraduate and post graduate health and social care students at London South Bank University, London, U.K. since 1998.


 Carol Ann Courneya
Associate Professor Department of Cellular and Physiological Sciences, University of British Columbia

Cheryl L. McLean

Publisher, International Journal of the Creative Arts in Interdisciplinary Practice,
Editor, Creative Arts in Humane Medicine (Brush Education 2013), Creative Arts in Interdisciplinary Practice, Inquiries for Hope and Change, Creative Arts in Research for Community and Cultural Change, 2010, 11, Detselig Temeron Press.



This new book will also be available hard copy and as an ebook  and for sale from  the Brush Education website  when it is released later in 2013.this link will take you to the Brush Education website and one of our previous books.

Creative Arts in Humane Medicine book introduction


 Upper photo "Peace of Heart" by Cyrus McEachern, from 2009 Heartfelt Images, Faculty of Medicine, UBC    Cover design:  Carol Dragich


We would like to share with you a few brief excerpts from the introduction to the book "Creative Arts in Humane Medicine".  



Creative Arts in Humane Medicine

Introduction

Cheryl L. McLean, Editor



.Our book title, Creative Arts in Humane Medicine, deserves a brief explanation that will help orient readers to both the content and approach. Creative arts here refers to art forms such as visual arts (for example, fabric art, installations, collage, photography, painting, sketching ) drama and performance (ethnodrama, reader’s theatre, music, dance, etc.); forms of writing (narrative and poetry, monologues/playwriting); creative arts in therapy and for practitioner self care; (music therapy, drama therapy and other arts modalities)  graphic and digital arts, (digital story, cartooning and film), among others.To be humane is to show empathy or understanding , to care about the condition and suffering of others, to treat others as we ourselves might wish to be treated. The word medicine, from the Latin  ars medicina  refers to the art of healing and medicine, the practice that is invested in the prevention and treatment of illness.  
Creative Arts in Humane Medicine opens with a promise of hope. The first article, Teaching Empathy through Role-play and Fabric Art. features research about fabric art and role play to teach empathy, an innovative pedagogical approach for end of life health care providers. Educating for empathy, so as to bring active and embodied learning to medical students,  Andre Smith and the research team at the Department of Sociology, University of Victoria, explore the experiences of first- and second-year medical students who participated in a progressive learning intervention that effectively cultivated empathy in the medical students who took part in the study.


I was recently a guest presenter for a webinar with medical students for The American Medical Student Association, Medical Humanities Scholars’ Program  and,  during the session,  one student asked, “If this work (about the creative arts in medicine ) is frequently about empathy and feeling the human story,  how much empathy for us  is too much empathy?  What if I can no longer bear it?”

The student asked a very difficult question, one not easy to answer.  Our creative work is powerful and profound in the way it frequently uses all of the senses to communicate and draw us closer to human understanding, but how much can we be expected to bear, what are our human limits?  Perhaps,  I thought,  if I was, for a moment, to imagine myself in bed, ill and fighting for life, how much empathy would I hope my caregivers would extend to me?  When would enough be enough?

It is true, there are times when empathic understandings may be very difficult. We engage creatively and actively in expressive and soulful learning, a visceral process, that undoubtedly affects us deeply but in turn offers a chance for release and understanding that restores us to the recuperative grounding that can bring true insight and wisdom.   Henry David Thoreau expresses the gift of empathy as miraculous.  

“Could a greater miracle take place than for us to look through each other’s eyes for an instant?”   

 A leader in the field of Narrative Medicine, Dr. Rita Charon, has long advocated for the use of narrative in medical education. In Chapter 3 of this book, Navigating With Narrative Through Life Experience, both Jasna Schwind and John J. Guiney Yallop demonstrate how they have have used narrative in  different ways to increase understanding and to teach about  health, caring and life experience. Schwind, a nurse educator , writes about her work, informed by Narrative Inquiry, while sharing  aspects of her own illness story to demonstrate how intentional and thoughtful reflection allowed her, as both patient and caregiver, to make sense of the experience. Narrative and poetic inquirer, John J. Guiney Yallop, writes about his lived experiences with medical practitioners throughout his life and, in so doing, poignantly illustrates the vital importance of the relationship between practitioner and patient.




I am most pleased to introduce you to the book, Creative Arts in Humane Medicine. Featuring contributions from physicians, medical educators, researchers, allied health professionals as well as medical students, residents, therapists and artists, this action oriented collection is a vital resource rich with evidence and relevant information, yet in keeping with the embodied nature of the field, each article unfolds in its way as a story, a revealing performance about life, a creative act within itself.

Meet some of our outstanding contributors to the book Creative Arts in Humane Medicine 

See the Table of Contents for the book Creative Arts in Humane Medicine