Enhancing Medical Education: The Role of Museums in Spiritual Care

In recent years, the integration of religion and spirituality into medical education has garnered increasing attention, particularly given the evolving demographics of both medical students and their patients. A study conducted by Eojin Choi and Margaret S. Chisolm at Johns Hopkins University highlights the potential of museum-based education as a transformative tool for bridging this gap. With 71% of young adults in the United States identifying as either religious or 'spiritual but not religious', medical schools are facing the challenge of cultivating cultural competence among future healthcare professionals to meet the diverse needs of their patients (Pew Research Center, 2017).

Historically, medical education has often overlooked the importance of spirituality in healthcare, leading to a significant disconnect between the beliefs of younger medical students and the more traditional views of older patients, who still hold strong religious beliefs (Choi & Chisolm, 2025). As documented in a systematic review published in the Journal of Health Care Chaplaincy, many medical curricula lack structured opportunities for students to engage with these critical topics (Crozier et al., 2022).

The significance of this educational gap cannot be understated. A lack of cultural competence regarding religion and spirituality can lead to negative patient-physician relationships, ultimately affecting patient care (Curtis et al., 2019). The authors argue that museum-based education can serve as an innovative solution, utilizing the rich collections of artifacts in museums to facilitate discussions on diverse religious traditions and spiritual practices (Gaufberg & Batalden, 2007).

By employing Visual Thinking Strategies (VTS), a method that encourages open dialogue and critical reflection through the examination of artworks, medical students can develop essential skills such as empathy and cultural humility. Studies have shown that VTS can enhance communication skills and tolerance for ambiguity—qualities that are vital in clinical practice (Cerqueira et al., 2023; Kagan et al., 2021).

Choi and Chisolm's research emphasizes that museums function as 'third spaces'—neutral environments where sensitive discussions can occur without the emotional weight often associated with direct personal experiences. This approach not only aids in understanding various religious backgrounds but also allows students to reflect on their spiritual beliefs and how these may impact their future interactions with patients (Weil, 1999).

However, the implementation of museum-based education is not without challenges. Facilitators must be trained to create inclusive environments that respect diverse perspectives, and there remains a need for further research to evaluate the long-term effectiveness of such programs (Jones et al., 2021). Additionally, accessibility to museums can be a limiting factor, particularly for students in rural areas (Kim et al., 2024).

Despite these challenges, the potential benefits of integrating museum-based education into medical training are significant. The authors suggest that utilizing advancements in technology—such as virtual reality (VR) and augmented reality (AR)—could provide immersive experiences that replicate museum learning environments, making this educational approach more accessible (Agarwal et al., 2025).

In conclusion, as the landscape of patient care continues to evolve, medical education must adapt to incorporate a holistic understanding of spirituality and religion. By leveraging the resources of museums, medical educators can foster a new generation of healthcare professionals who are better equipped to engage with the spiritual needs of their patients, ultimately enhancing the quality of care provided in clinical settings.