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Brooke DiGiovanni Evans, M.ED is the Head of Gallery Learning at the MFA, Boston. She oversees 70 gallery programs each month for all ages. Brooke has worked in art, science, natural history, and history museums during tenure in museums. For several years, Brooke has been working with medical professionals locally and nationally using works of art to build a variety of skills helpful in their clinical practice. In 2016, she guest edited an issue of the Journal of Museum Education with two colleagues on “Health and Wellness in our Communities: The Impact of Museums.” Brooke is a member of the Board of Directors for the national Museum Education Roundtable.
Information on the Art & Medicine Programs at the Museum of Fine Arts, Boston can be found on our website: http://www.mfa.org/programs/community-programs/art-and-medicine-workshops
Alexa Miller is a leading voice for the improvement of observation and inquiry practices in medicine, and for their cultivation in arts experiences. An original co-creator of Harvard Medical School’s Training the Eye: Improving the Art of Physical Diagnosis, a course that produced researched outcomes on the impact of arts experiences on medical student learning, Miller has been teaching medical learners and studying observation and its value in critical thinking processes since 2003. Driven by a strong personal interest in misdiagnosis and the human practices that contribute to diagnostic safety, she serves on the Education Committee for the Society for the Improvement of Diagnosis in Medicine where she will also serve as a 2018-2019 fellow.
Miller’s consultancy, Arts Practica, offers workshops for healthcare providers to improve practices in diagnostic safety through experiential learning in art. Areas of focus include: close observation, resilience, teamwork, and managing clinical uncertainty. Masterful at synthesizing medical wisdom from art, research, and personal stories, Miller is known as a dynamic teacher, speaker, and workplace trainer who brings a fresh perspective on difficult issues in medicine while engaging audiences in spirited participation.
Miller has taught undergraduate courses in Education at both Brandeis University and at Wellesley College, and formerly served Curator of Education at the Davis Museum. She received her BA from Swarthmore College in Art History with extensive studies in Education and in African Studies, and her MA in Studio Painting from the Wimbledon School of Art where her artwork focused on human resilience and medical imagery. She is extensively trained in Visual Thinking Strategies protocols for facilitation and coaching and has completed courses at the Center for Women and Enterprise. She has received awards from the Creative Center for People with Cancer and the New England Museum Association.
Marilyn McEntyre has taught literature, writing, and medical humanities to undergraduates and medical students for many years, most recently at the UC Berkeley-UC San Francisco Joint Medical Program. She serves on the editorial boards of Literature and Medicine and the Online Database of Literature, Arts, and Medicine. Her books include Patient Poets: Illness from Inside Out, Caring for Words in a Culture of Lies and a co-edited collection of essays, Teaching Literature and Medicine. She has been a regular member of the American Society for Bioethics and Humanities and is a Fellow at the Program in Medical Humanities at UC Berkeley. She has written for Academic Medicine, Perspectives in Biology and Medicine, Literature and Medicine, Medical Humanities, and numerous other journals. She believes words are instruments of healing, and that poetry, along with the other arts, has an important place in medical education.
Guy Micco is a physician who has combined teaching at UC Berkeley as a clinical professor, now emeritus, with a part time medical practice in hospice and palliative care. His interests include suffering, aging, and death; the interface of medicine and the humanities; and medical ethics. He is co-Director of the UC Berkeley Program for the Medical Humanities and former Director of the UC Berkeley Resource Center on Aging. For many years, while practicing primary care internal medicine in Berkeley, he was ethics committee chair at Alta Bates-Summit Medical Center.
Anna-leila Williams, PhD, MPH is Associate Professor of Medical Sciences at the Frank H. Netter MD School of Medicine at Quinnipiac University where she leads the curriculum content in behavioral and social sciences, public health, social determinants of health, and narrative medicine. In 2013, she founded the healthcare humanities journal, Arbor Vitae: Creatively Deliberating Health, Illness, and Humanity. She is Editor in Collaboration with a colleague from Quinnipiac University School of Health Sciences. Dr. Williams received her PhD from Yale University and completed her post-doctoral training in psycho-oncology/palliative medicine at Dartmouth College Geisel School of Medicine. Dr. Williams’ research agenda focuses on cancer family caregivers. She is presently completing a book on health humanities and clinical care to be published by Routledge Press.
Gretchen A. Case is an Associate Professor in the Division of Medical Ethics and Humanities at the University of Utah School of Medicine, where she teaches arts and humanities to students, residents, physicians, and other health care providers. Dr. Case is the playwright and performer of several published works related to medicine and oral history, including “Tic(k)” and “Hx.” She earned a PhD in Performance Studies from the University of California, Berkeley, and received her bachelors and masters degrees from the University of North Carolina at Chapel Hill. Dr. Case has taught performance studies, theatre, writing, and medical/health humanities at UNC-Chapel Hill, UC-Berkeley, Florida State University, Northwestern University, Duke University, and the University of Utah.
Rachel Dubroff is a hospitalist at NewYork-Presbyterian Hospital and clinical assistant professor of medicine at the Weill Cornell Medical College. Her academic interests include medical consultation, physical diagnosis, and the use of art history and studio art in medical education.