Abstract

Incorporating a discussion of physical and emotional trauma in medical education can help prepare students for their encounters with trauma survivors in clinical practice. A pedagogical approach begins with an inquiry into the purpose of historical or current representations of torture. Justifications include rationalizing state-sponsored torture, providing an outlet for critique and protest, and organizing representations of the enemy. Discussions of torture must further address the emotional and symbolic effects of clinical work with torture survivors on the caregiver. Introductory workshops using visual representations can trigger pain, fear and anger in the viewer. Images of torture, war, and genocide may also invoke ethical concerns relating to the impact of visual images, where viewing can elicit an ambiguous response, casting the viewer into the role of voyeur. At the same time, learners should recognize that indifference or inattention to the provocations mediated through images has its own liabilities, signaling defensiveness. Discussions about the respective roles of perpetrators, victims and observers offer opportunities for the viewer to engage in self-reflection. Artistic representations also offer opportunities for advocacy on the survivor’s behalf, sometimes facilitated by dissemination of visual representations, but also by involving the survivors themselves in activities that exploit the healing power of art.