Visual Culture and Medical Humanities: A Decolonial Case Study of Arts–Medicine Integration at the University of Benin
July 1st, 2026
Nigeria
EWEKA, Dr Kennedy J Eweka, Eweka, Flourish
This Nigerian case study explores how indigenous Benin/Edo visual arts could enrich medical education through observation, empathy, and culturally responsive care. A survey of 64 university stakeholders found support for arts–medicine integration, alongside barriers in curricula, funding, and collaboration. It advocates centring African knowledge while calling for pilot studies to assess outcomes.
University of Benin, Journal of Humanities
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Abstract/Description
Visual Culture and Medical Humanities: A Decolonial Case Study of Arts–Medicine Integration at the University of Benin explores how indigenous artistic traditions could strengthen medical training while challenging the historical privileging of Western biomedical knowledge over African cultural perspectives.
The authors argue that Benin/Edo bronze casting, ivory carving, and other visual practices could serve as teaching tools for anatomical observation, emotional understanding, and culturally relevant patient communication. Their decolonial approach positions African visual culture as a source of knowledge within medical education, rather than an optional cultural supplement.
The study used an anonymous questionnaire administered between June 27 and July 5, 2026. Its 64 respondents included 56 fine and applied arts staff and students, six medical sciences staff and students, and two participants from other university units. Questions combined agreement scales with open-ended reflections.
Key findings included:
Support for visual observation training: All six medical respondents agreed that learning visual observation skills could improve patient observation.
Perceived benefits for empathy and accuracy: Five of six agreed that integrating visual arts could strengthen both empathy and diagnostic accuracy; five also welcomed more arts-based educational content.
Interest in indigenous teaching resources: Arts respondents proposed using local artistic traditions and clay modeling to support anatomy learning and culturally responsive care.
Barriers to implementation: Participants identified crowded curricula, limited funding, weak collaboration between departments, and assumptions that arts are less valuable than biomedical subjects.
A need to balance symbolism and precision: One medical respondent cautioned that intentionally exaggerated features in Edo art require careful interpretation when teaching anatomical accuracy.
The authors recommend piloting an interdisciplinary elective, organizing workshops across faculties, and funding collaborative research. They envision a model that connects close observation with empathy and cultural understanding.
The findings establish stakeholder interest, rather than demonstrated improvements in clinical skills or patient outcomes. The small medical sample, reliance on self-report, and short collection period limit generalizability. Interviews, classroom observations, and longitudinal pilot studies would help determine how the proposed approach works in practice.
The authors argue that Benin/Edo bronze casting, ivory carving, and other visual practices could serve as teaching tools for anatomical observation, emotional understanding, and culturally relevant patient communication. Their decolonial approach positions African visual culture as a source of knowledge within medical education, rather than an optional cultural supplement.
The study used an anonymous questionnaire administered between June 27 and July 5, 2026. Its 64 respondents included 56 fine and applied arts staff and students, six medical sciences staff and students, and two participants from other university units. Questions combined agreement scales with open-ended reflections.
Key findings included:
Support for visual observation training: All six medical respondents agreed that learning visual observation skills could improve patient observation.
Perceived benefits for empathy and accuracy: Five of six agreed that integrating visual arts could strengthen both empathy and diagnostic accuracy; five also welcomed more arts-based educational content.
Interest in indigenous teaching resources: Arts respondents proposed using local artistic traditions and clay modeling to support anatomy learning and culturally responsive care.
Barriers to implementation: Participants identified crowded curricula, limited funding, weak collaboration between departments, and assumptions that arts are less valuable than biomedical subjects.
A need to balance symbolism and precision: One medical respondent cautioned that intentionally exaggerated features in Edo art require careful interpretation when teaching anatomical accuracy.
The authors recommend piloting an interdisciplinary elective, organizing workshops across faculties, and funding collaborative research. They envision a model that connects close observation with empathy and cultural understanding.
The findings establish stakeholder interest, rather than demonstrated improvements in clinical skills or patient outcomes. The small medical sample, reliance on self-report, and short collection period limit generalizability. Interviews, classroom observations, and longitudinal pilot studies would help determine how the proposed approach works in practice.
