Purpose/Hypothesis: Physical therapy examination and intervention requires close observation skills to improve diagnosis and intervention strategies that improve patient outcomes. Research indicates that medical students receive numerous benefits from the inclusion of art analysis/visual thinking strategies experiences in the medical education curricula, including improvements in observation/diagnostic skills, communication, empathy, reducing bias, and reducing burnout. Therefore, the purpose of this primarily qualitative study is to determine if exposure to art and art analysis training will improve observation and communication skills in physical therapy students, a strategy that has not previously been utilized in physical therapy education. The researchers hypothesized that by utilizing art analysis training, DPT students will improve observation skills and their ability to effectively communicate what is observed. Number of Subjects: 22 Materials and Methods: Students attended 3 art analysis training sessions (2 sessions at the DPT department and 1 session at an art gallery). There was 1 debriefing session after the art gallery trip. Data collected prior to and following the training included a survey of student perceptions and observations of 2 pre-selected pieces of art. The training sessions in the department consisted of art analysis training through lecture, visual aides using reproductions of pieces of art, and small and large group discussions. The first 2 sessions occurred over the student’s 1-hour lunch break. At the conclusion of the training sessions, students travelled to a regional art gallery over a weekend where they performed a variety of structured “art analysis activities” in small groups. The post-art gallery trip session included a group debrief from the trip, as well as repeating the survey and observation of the same piece of art. Survey data was analyzed to determine change. Art piece observation was analyzed for quantity and quality of observations. Results: Following art analysis training, students reported an increased confidence in evaluating pain, fear, and anxiety in patients, observing changes, interpreting observations, and communication skills. Students perceived that art can improve clinical skills and be incorporated into PT education. For the art pieces observed, most students increased the number and detail of observations. Conclusions: Utilizing art analysis training improved student quantity and quality observation and communication skills. Student feedback in this method of training was positive and should be incorporated in PT education. It is recommended that more studies be conducted in order to determine the ability to translate the skills learned through art analysis into the clinical environment. Clinical Relevance: Art analysis is a novel teaching tool to be used to teach effective observation and communication skills to PT students.