The Art of the Consultation Experience.

Looks matter! "Almost from the moment of birth, each of us is judged-silently, unconsciously, and nearly instantly on the basis of everything that goes into the mix of qualities known as "physical attractiveness" (). Aging may be one of the most foreseeable facts of life. As aesthetic providers, we routinely hear concerns about the effects of aging on our looks; it is important that we address these concerns. How do we set our client/provider relationship up for success by providing superb aesthetic solutions to the age-old challenges that we are faced with every day? Having an advanced clinical knowledge, a thorough aesthetic analysis, and an aesthetic plan specific to the client's needs ensure success. The aesthetic plan requires a shift from a two-dimensional to a three-dimensional approach as well as a shift from one product and/or procedure to combination therapy. Providing safe treatments, establishing trust, managing expectations, producing positive outcomes, and creating an engaging experience will ensure loyalty, future treatments, referrals, and a long-term client/provider relationship.

Attention to Infection Prevention in Medical Aesthetic Clinics.

The risk of infection is a concern for all medical aesthetic industry and all providers. Steps to reduce the risk and improve patient outcomes begin with vigilance to proper aseptic technique and being less concerned about the "beauty image" to attract new patients. This article is based on the guidelines outlined in Infection Prevention and Control for Clinical Office Practice by Public Health Ontario.

The "nuts & bolts" of becoming an aesthetic provider: part 3-maximizing your aesthetic practice and client outcomes.

The final installment of this 3-part series of articles on becoming an aesthetic provider centers on the steps necessary to maximize an aesthetic medical practice and tips for optimal client outcomes. We discuss the importance of education for the aesthetic provider, the staff, and the client, as well as how to create client loyalty. On the basis of years of experience, "pearls and pitfalls" are discussed, so the novice, intermediate, and advanced aesthetic providers can minimize mistakes and maximize their success in this exciting and growing profession.

Reconciling beauty and utility in early city planning: the contribution of John Nolen.

In the history of city planning, the dichotomy between the aesthetic aspirations of the City Beautiful and City Practical movements is overstated. The aesthetic impulse did not disappear but persisted as an important thread through the development of comprehensive planning approaches into the 1920s. The nexus between beauty and utility was negotiated and expressed across four main discourses: broad social improvement, aesthetic functionality, economic rationality, and holistic design. Ultimately, beauty became wedded to utility within the very nature of the comprehensive city plan itself. The work of the leading city planner John Nolen is central to an understanding of these historic continuities and informed the early evolution of city planning theory and practice. Nolen's challenge to the City Beautiful paradigm, while still retaining an artistic sensibility, reaestheticizes scholars' appreciation of the City Practical.

A new experience: the course of ethics in engineering in the Department of Civil Engineering, University of Granada.

A course in professional ethics for civil engineers was taught for the first time in Spain during the academic year 2007/08. In this paper a survey on the satisfaction and expectation of the course is presented. Surprisingly the students sought moral and ethical principles for their own ordinary lives as well as for their profession. Students were concerned about the law, but in their actions they were more concerned with their conscience, aware that it can be separate from the law.

Planning ideology and geographic thought in the early twentieth century: Charles Whitnall's progressive era park designs for socialist Milwaukee.

As Milwaukee's chief park planner in the early to mid-twentieth century, Charles Whitnall responded to the various underlying ideologies of the period within which he worked. His preference for parks was a political and physical response to and remedy for the industrialized and heavily congested city he called home. By examining the Progressive Era discourse associated with planning, this article situates Whitnall's work within the political, aesthetic, and environmental contexts of geographic thought that influenced his plans for Milwaukee. In promoting a physical awareness associated with the natural features of the region and responding to the sociopolitical framework of contemporaries such as Ebenezer Howard, Whitnall incorporated a sense of compassion within his planning. He responded to the preexisting beer gardens of Pabst and Schlitz, as well as Olmsted-designed park spaces, by advocating for decentralization as part of a broader socialist agenda that had swept through Milwaukee during the early 1900s.

Assigning poetry reading as a way of introducing students to qualitative data analysis.

AIM: The aim of the paper is to explain how poetry reading can be used to teach interpretive analysis of qualitative data. BACKGROUND: A number of studies were located in the nursing literature that focused on using poetry to help students develop empathy for patients, to teach students to reflect on their own practice, and to assist them in developing self-understanding. No studies were found that described the use of poetry reading as a way of teaching the skill of interpretive analysis. There are, however, a number of parallels between the principles of poetry reading and qualitative analysis that suggest that this method of teaching would be successful. DATA SOURCES: International papers published on PubMed, Medline, and CINAHL were reviewed to identify challenges facing educators and ways of teaching the process of qualitative data analysis using poetry reading. FINDINGS: Using poetry reading to teach skills of qualitative data analysis helps motivate students, cultivates a reflective mindset, and develops the skill of working as a member of an interpretive group. Framing interpretive work as being like reading poetry helps students pick up more quickly on the art that is a major component of the work. This approach also helps students learn the importance of cultural and contextual particulars as they begin analyzing qualitative data. CONCLUSION: Using poetry reading to introduce students to the complex skill of qualitative data analysis is an effective pedagogical strategy.

Review of the Intercollegiate Surgical Curriculum Programme for oral and maxillofacial surgery aesthetics: are we underselling ourselves?

Aesthetic facial surgery is considered to be within the remit of the maxillofacial surgeon but this is not reflected currently in the trainees' curriculum. In contrast, the plastic surgery curriculum demands detailed training in facial aesthetics. In this paper we have compared the UK OMFS, plastics, and otolaryngology curricula, and used the feedback of trainees to suggest a new aesthetics curriculum. Our method was based on the first three steps of Kern's 1998 six-step model of curricula development: identification of problems, assessment of need, and goals or objectives. The cosmetic certification criterion of the Royal College of Surgeons was used as a baseline for comparison. There was huge variation in the detail and specification of the three specialties' curricula: plastics covered 11/11 of the assessed procedures, while OMFS and otolaryngology covered 7/11 And 4/11, respectively. A total of 45 trainees provided feedback and there was an overall consensus that more training in aesthetics would be beneficial, though accessibility to resources would be an issue. With input from the BAOMS aesthetics lead, our ambitious curriculum increases the number of logbooks to reflect our expertise in the head and neck. It also broadens the span of training over all years of specialist training and, most importantly, relaxes the criteria for transferrable skills. Embracing aesthetics as part of the core curriculum will be beneficial for the future of OMFS, and will produce more rounded surgeons at the end of training. Even the most optimistic observers cannot ignore the financial and logistical setbacks that will have to be faced to achieve this, but we hope that this paper will stimulate a discussion.

Stories as integrated patterns of knowing in nursing education.

The primary aim of this qualitative study was to explore the scholarly benefits of storytelling as a means to promote students' understanding and integration of both the art and science of nursing. As one of the oldest methods of communication, storytelling has been used in a variety of ways in nursing education. Despite this myriad of literature, there were no studies found that analyzed the actual content of students' stories. Using Carper's (1978) Fundamental Patterns of Knowing as a guiding framework for narrative analysis, twenty-five personal stories written by junior level nursing students were examined for evidence of empirics, ethics, esthetics, and personal knowing. Results indicated students were able to not only integrate art and science within their experiences but were also able to see themselves one day as caring nurses. Moreover, Carper's patterns add credibility to storytelling as a worthwhile teaching strategy with benefits to both students and faculty.

Integrative thinking and learning in undergraduate nursing education: three strategies.

This article describes three learning activities used in the undergraduate nursing degree program at a mid-sized university in northeastern Ontario, Canada. Each activity, a reflective writing assignment, scenario testing, and an OSCE experience, is considered in terms of integrative thinking. Formal and informal evaluation of the activities is also discussed.Based on the authors' experiences, integrative thinking including habits of mind and cognitive skills can be directed and enhanced. To maximize students' growth as integrative thinkers, they should be exposed to many kinds of activities that target this growth. Generally, such activities tend to be case-based and interactive in nature. They also require a level of scaffolding or directedness. To develop and implement such activities, teachers are encouraged to work with educational researchers and instructional designers.

Can UK undergraduate dental programmes provide training in non-surgical facial aesthetics?

Aim Recently, more and more dentists have found themselves engaging in the delivery of non-surgical facial aesthetics (NSFA) as part of their regular practice routine. NSFA is a growing field in aesthetic medicine that is practised by a range of clinicians including doctors, dentists and registered prescriber nurses and is an industry estimated to be worth over £3 billion in the UK alone. In the past few years, several public scandals in aesthetic medicine have prompted reactions by several bodies including the Government and Royal Colleges. With Health Education England (HEE) having recently released standards in education, it is clear that a shift in attitude towards training is imminent. With a large volume of dentists making up this NSFA workforce it is reasonable to consider the stance of undergraduate training and the relevance of the existing knowledge within dentistry in the context of the HEE standards.Method All dental schools in the UK were contacted to establish the range of subjects taught within the curriculum, with particular reference to those relevant to NSFA. The two largest aesthetic pharmacies were contacted regarding numbers of registered dentists they serve.Results Twelve out of 16 dental schools responded. Two-thirds of responding dental schools do not cover NSFA in their curricula. However, many dental schools cover related subjects including: facial anatomy/material science/neuromuscular junction physiology (100%), anatomy of the aging face (66%), pharmacology of botulinum toxin (25%) and ethical-legal implications of aesthetic dentistry/NSFA (50%/42% respectively).Conclusion Dentists are well placed to deliver NSFA given their background in relevant subjects and surgical training. With the emergence and growth of such a large multi-disciplinary field it is crucial that dentistry is not left behind. Just as most dental schools have embraced the evolution of cosmetic dentistry and implantology, it would be prudent to consider that training standards around NSFA are reflected in both undergraduate curricula and appropriate post-graduate clinical training for dentistry.

Importancia de la apreciación estética en la formación del médico / Importance of aesthetic appreciation in the training of the doctor

Introducción: La historia del arte y de la medicina demuestran que el médico y el artista comparten la misma pasión por observar y han colaborado en la construcción de grandes obras científicas, de allí la importancia del uso de las artes visuales en la formación de los estudiantes de medicina. Objetivo: Promover en los estudiantes de medicina la apreciación del arte en su relación con la profesión médica mediante la vinculación de los conocimientos teóricos y prácticos. Método: Se realizó un estudio descriptivo, transversal, retrospectivo en el cual se describe la experiencia del curso electivo, «La apreciación estética en su relación con la medicina», el cual es ofrecido a los estudiantes de 5º año de medicina en el 2018. Resultados: Participo un total de 55 estudiantes extranjeros. Se realizaron 8 visitas a museos, 6 conferencias ofrecidas por especialistas de arte y patrimonio de la Oficina del Historiador de la Habana. Al ser consultados sobre la importancia y utilidad del curso para su formación como médico, 90,8 % reconoció su utilidad para su formación profesional. Conclusiones: La apreciación estética promueve en los estudiantes de medicina la ampliación de la cultura general y el disfrute de las obras de arte, aprovechando la influencia y refinamiento cultural que suele acompañar el mundo del Arte y la Estética, para modelar valores y estimular la sensibilidad en una dinámica de intercambio. (AU)

Introduction: The history of art and medicine show that the doctor and the artist share the same passion to observe and have collaborated in the construction of great scientific works, hence the importance of the use of visual arts in the formation of students of Medicine. Objective: To promote in medical students the appreciation of art in its relationship with the medical profession through the linking of theoretical and practical knowledge. Method: A descriptive, cross-sectional, retrospective study was carried out in which the experience of the elective course, «The aesthetic appreciation in its relation with medicine», is described, which is offered to the 5th year students of medicine in 2018. Results: I participate a total of 55 foreign students. There were 8 visits to museums, 6 conferences offered by art and heritage specialists from the Office of the Historian of Havana. When asked about the importance and usefulness of the course for their training as a doctor, 90.8% recognized its usefulness for their professional training. Conclusions: The aesthetic appreciation promotes in medical students the broadening of the general culture and the enjoyment of works of art, taking advantage of the influence and cultural refinement that usually accompanies the world of Art and Aesthetics, to model values and stimulate sensitivity in an exchange dynamic. (AU)

Reappraising abstract paintings after exposure to background information.

Can knowledge help viewers when they appreciate an artwork? Experts' judgments of the aesthetic value of a painting often differ from the estimates of naïve viewers, and this phenomenon is especially pronounced in the aesthetic judgment of abstract paintings. We compared the changes in aesthetic judgments of naïve viewers while they were progressively exposed to five pieces of background information. The participants were asked to report their aesthetic judgments of a given painting after each piece of information was presented. We found that commentaries by the artist and a critic significantly increased the subjective aesthetic ratings. Does knowledge enable experts to attend to the visual features in a painting and to link it to the evaluative conventions, thus potentially causing different aesthetic judgments? To investigate whether a specific pattern of attention is essential for the knowledge-based appreciation, we tracked the eye movements of subjects while viewing a painting with a commentary by the artist and with a commentary by a critic. We observed that critics' commentaries directed the viewers' attention to the visual components that were highly relevant to the presented commentary. However, attention to specific features of a painting was not necessary for increasing the subjective aesthetic judgment when the artists' commentary was presented. Our results suggest that at least two different cognitive mechanisms may be involved in knowledge- guided aesthetic judgments while viewers reappraise a painting.

Balancing the curriculum: promoting aesthetic knowledge in nursing.

The view of nursing as both art and science is widely held within the profession; however, this belief is not reflected in nurse education where the artistic aspects of nursing practice continue to be overshadowed by the emphasis on the scientific, the technical and the objective. It is suggested that nursing knowledge can be considered within four fundamental types or patterns of knowledge: empirical, aesthetic, personal and moral, each interrelated and interlinked, with aesthetic knowledge argued to encompass the art of nursing. Nursing's dual identity as an art and science arguably requires a balance within the curriculum, therefore the promotion and acquisition of aesthetic knowledge seems a desirable aim. The development of strategies specifically designed to develop and incorporate such knowledge across the curriculum and to make it explicit presents a challenge for all nurse educators. This paper will examine aesthetic knowledge as essential to the art of nursing, and will consider the application of literature as a method through which this knowledge may be attained. The use of literature is suggested as facilitating an awareness of human predicaments universal to all, thus enabling the nurse to develop qualities of caring, empathy and compassion, indicated to be components of nursing's art form.

Response time and aesthetic preference.

This study investigated the relationship of response time and aesthetic preference for 30 college students who participated in learning about the life of Vincent Van Gogh presented by interactive videodisk. No mean difference pre- and post-test in preferences but a significant decrease in response times were observed. There was little relation between preference scores and response times. These effects may be related to the use of the electronic medium, to the duration of instruction (1 1/2 hr.), and to the stability of aesthetic preference. Results are discussed with reference to art programs and to the use of electronic media in instructional settings and in research.

Actualidad del Capítulo de Estética de la FILACP / News of the FILACP Aesthetics Chapter

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