Making Meaning Together: Collage as Reflection in Psychiatry Training
Location
LSUHSC-NO
Publication Date
April 2026
Start Date
9-4-2026 10:00 AM
End Date
9-4-2026 2:00 PM
Description
Arts-based approaches can enhance engagement and offer a unique method for qualitative inquiry1. In psychiatry, collage making parallels biopsychosocial formulation, as clinicians integrate diverse factors to understand a patient's experience. Similarly, collage assembles visual elements into a coherent whole, reflecting the non-linear nature of narrative formulation. Prior work suggests collage-making and related dialogue can facilitate understanding of complex, multi-perspective experiences within families.
A group-based, arts-centered workshop series was implemented as a structured educational intervention for child and adolescent psychiatry fellows and attending physicians over two months. Three sessions were held, including one facilitated at the Kolaj Institute. Participants created individual collages reflecting meaningful clinical experiences or topics related to child psychiatry. Afterwards, participants completed an anonymous survey assessing engagement, reflective insight, and perceived educational value using Likert-scale and open-ended questions. Descriptive statistics and thematic analysis were used.
Five participants completed the survey (4 attendings, 1 fellow). Most participants (60%) reported minimal prior experience with arts-based approaches in medical education or clinical practice, while 40% reported moderate prior experience. All participants strongly agreed that the group-based format enhanced their experience, viewing others' collages broadened their perspective, and would recommend this activity to other clinicians. Notably, positive responses were observed even among participants with minimal exposure to arts-based educational approaches. Qualitative analysis identified themes of identity and agency, as well as the importance of group experience and post-activity discussions.
A group-based collage workshop is a feasible and meaningful arts based intervention in psychiatry education. Visual narrative methods may promote reflection, empathy, and systems-based thinking, with the group format enhancing shared insight. Limitations include small, convenience sample, reliance on self-reported data, and limited generalizability. Future work may examine integration into longitudinal training.
Recommended Citation
Nguyen, Linh DO and Roi, Cody DO, "Making Meaning Together: Collage as Reflection in Psychiatry Training" (2026). Dept. of Psychiatry Research Symposium. 29.
https://digitalscholar.lsuhsc.edu/psych_rd/2026/posters/29
Making Meaning Together: Collage as Reflection in Psychiatry Training
LSUHSC-NO
Arts-based approaches can enhance engagement and offer a unique method for qualitative inquiry1. In psychiatry, collage making parallels biopsychosocial formulation, as clinicians integrate diverse factors to understand a patient's experience. Similarly, collage assembles visual elements into a coherent whole, reflecting the non-linear nature of narrative formulation. Prior work suggests collage-making and related dialogue can facilitate understanding of complex, multi-perspective experiences within families.
A group-based, arts-centered workshop series was implemented as a structured educational intervention for child and adolescent psychiatry fellows and attending physicians over two months. Three sessions were held, including one facilitated at the Kolaj Institute. Participants created individual collages reflecting meaningful clinical experiences or topics related to child psychiatry. Afterwards, participants completed an anonymous survey assessing engagement, reflective insight, and perceived educational value using Likert-scale and open-ended questions. Descriptive statistics and thematic analysis were used.
Five participants completed the survey (4 attendings, 1 fellow). Most participants (60%) reported minimal prior experience with arts-based approaches in medical education or clinical practice, while 40% reported moderate prior experience. All participants strongly agreed that the group-based format enhanced their experience, viewing others' collages broadened their perspective, and would recommend this activity to other clinicians. Notably, positive responses were observed even among participants with minimal exposure to arts-based educational approaches. Qualitative analysis identified themes of identity and agency, as well as the importance of group experience and post-activity discussions.
A group-based collage workshop is a feasible and meaningful arts based intervention in psychiatry education. Visual narrative methods may promote reflection, empathy, and systems-based thinking, with the group format enhancing shared insight. Limitations include small, convenience sample, reliance on self-reported data, and limited generalizability. Future work may examine integration into longitudinal training.