The document discusses a course developed at McMaster University that uses art observation and case studies to teach medical students about identifying and managing child maltreatment. The course was created in response to findings that over half of students received no training in recognizing and reporting child abuse and neglect. It incorporates viewing and analyzing artworks at the McMaster Museum of Art to improve students' observational skills and ability to consider maltreatment as a potential differential diagnosis. The course aims to increase students' confidence in mandatory reporting of suspected abuse cases and enhance their interviewing techniques for vulnerable children and families. A student participant found the arts-based approach improved their appreciation of art and personal wellness in addition to clinical skills.

1. Picturing Wellness:
From Adversity to ResilienceWekerle C, Obeda M, Zeraatkar D
Gargoyles, Michael Parkes

2. Overview
• Child maltreatment is a global health and social problem
• Mandatory reporting of suspected cases of child maltreatment by clinicians is:
• A) A professional duty mandated by the Child and Family Services Act; and
• B) An opportunity for early help to children and families and violence prevention.
• Problem: Insufficient evidence-based training!
• 55.5% of students reported receiving no training in child abuse/neglect (Needs
Assessment Survey, McMaster University)
• Child Assessment and Advocacy Program + McMaster Museum of Art -> arts- and
case-based curriculum on identifying and managing cases of child maltreatment for
medical undergraduates

3. Agenda
• Principles of Art Observation and Interpretation
• Importance of Child Maltreatment Education
• Course Concept
• Participant’s Perspective
• Closing Remarks
• Q&A

4. Dr. Christine Wekerle
• Associate Professor, Department of
Pediatrics, McMaster University
• Child Assessment and Advocacy
Program (CAAP)
• Developed course concept and
facilitated case-based child
maltreatment teaching

6. Dr. Michael Obeda
• First-year Family Medicine resident at
Queen’s University
• Honors specialization in genetics and
biochemistry from The University of
Western Ontario
• Medical Degree at McMaster University
• Course participant

7. Child Maltreatment and Art:
A participant’s take-away
Dr. Michael Obeda
PGY1 Queen’s University department of Family Medicine

8. Child Maltreatment in
the medical
curriculum
• MF1 - 13 weeks.
• 18 month old boy with a swollen and tender knee (hemophilia)
Youth with a history suspicious for narcotic overdose

9. Child Maltreatment in
the medical
curriculum
• MF2 - 9 weeks.
• One year old girl with a socially vulnerable mother who has
nutrition concerns
• Obese 12 year old

10. Child Maltreatment in
the medical
curriculum
• MF3 - 9 weeks.
• 15 year old girl who drinks, smokes, is sexually active.

11. Child Maltreatment in
the medical
curriculum
• MF4 - 9 weeks.

12. Child Maltreatment in
the medical
curriculum
• MF5 - 12 weeks.
• 8 year old boy with violent behaviours at school

13. Child Maltreatment in
the medical
curriculum
• Clerkship
• 1.25 hours - Lecture in Pediatrics rotation
• 3 hours - tutorial with some emphasis on maltreatment
reporting

14. Content of the course
• Readings
• Discrepancies between frequency of abuse and reporting
of abuse
• Signs of abuse
• Interview techniques
• Mandatory reporting
• Maintaining a relationship with patients

15. Content of the course
• Art Appreciation
• Readings - basic approach
• Homework
• In-person instruction and group discussion

16. Content of the course
• Interpretation of images
• Using the art appreciation techniques learned
• Clue seeking
• Maintaining “What else could it be” mindframe

17. The impact on me
• Mandatory reporting - increased confidence
• Improved interview skills
• More likely to consider maltreatment in the differential
diagnosis

18. Other benefits
• Observational skills in clinic
• Improved appreciation of art
• Improved personal wellness

19. QUESTIONS?

20. Ms. Nicole Knibb
• Art Educator
• McMaster Museum of Art
• Facilitated arts-based teaching

21. What is art?
“Art…Is a world that runs constant and parallel to ours where we imagine different
futures – millions of them – and try them on for size.”
Caitlin Moran
• Art is, basically, a visual means of communication.
• Art is a necessary way for humans to understand themselves and
the universe.
• Art captures the significance of both the individual and the cultural.
• Humans have a vital and persistent need to create art and is an ever-
present part of human experience.
• Our imaginations function as a survival mechanism.

22. The Elements and Principles of Art
The Elements
Colour
Shape/Form
Line
Space
Texture
The Principles
Balance
Emphasis
Movement