Off-Script, Online: Virtual Medical Improv Pilot Program for Enhancing Well-being and Clinical Skills among Psychiatry Residents

Abstract

Objective Clinical interactions demand a balance of structure and flexibility in response to unpredictable situations. Medical improv is a form of experiential learning that applies techniques from improvisational theater to the healthcare setting, deliberately targeting clinical skills of communication, teamwork, and cognitive abilities. Psychiatry Education through Play and Talk ( PEP Talks ) is a novel medical improv program designed specifically for psychiatry residents with the goal of improving communication, teamwork, and conflict resolution skills, as well as enhancing residents’ well-being and capacity for self-reflection. Methods PEP Talks was delivered virtually by an experienced medical improv facilitator in spring 2021 to a self-selected group of psychiatry residents at a Canadian university. Aligned with the context-input-process–product (CIPP) evaluation model, outcomes were assessed through mixed methods surveys, recorded debriefings, and a focus group. Results PEP Talks enhanced residents’ self-reported well-being, reflective capacity, and communication skills. Participants made qualitative connections between PEP Talks and their well-being, inter- and intra-personal skills, and clinical experiences in psychiatry. Processes in PEP Talks that led to these outcomes included the following: joy, building community, personal reflection and discovery, going off-script, immersion, and virtual engagement. Conclusions Virtual medical improv offers an innovative solution to the pedagogical challenges of training psychiatrists to be proficient communicators, collaborators, and professionals capable of reflective practice. Additionally, this innovation demonstrates that medical improv can be delivered in a virtual format and may offer a unique solution to support resident well-being and foster connection amid remote learning during a global pandemic.

Teaching Conflict Management Skills to Medical Students: A Scoping Review

“…Teaching methods used in these studies were often in the form of interactive workshops ( 15 , 16 , 23 , 25 - 28 ) roleplay ( 28 ), teaching, and discussion in small groups ( 1 , 14 , 28 , 29 ) and the use of simulation methods ( 15 , 17 , 30 , 31 ). An education through play and talk was used in 1 study ( 32 ). In 2 studies, the hot seat simulation method was used ( 15 , 23 ).…”

“…In terms of methodological quality, 10 high-quality articles ( 15 , 17 , 24 , 27 , 29 - 32 , 34 , 35 ), 5 medium-quality ( 1 , 16 , 26 , 36 - 37 ), and 4 low-quality were included in the present study ( 14 , 25 , 28 , 33 ). All articles were reviewed based on 11 BEME tool quality indicators ( Table 2 ).…”

“…Level 2B: Five articles reported changes in knowledge or skills at level 2B, including confidence assessment, objective structured clinical examination ( 1 ), confidence of being ready to manage conflict questionnaire ( 15 ), de-escalation anger ( 17 ), reflection on teamwork and conflict resolution styles ( 29 ), well-being, reflective capacity, and communication skills assessment ( 32 ).…”

“…Only 2 studies compared the effectiveness of its training course in both intervention and control groups. However, due to the nonequivalency of the groups, the generalizability of the results was considered as a confounding variable ( 32 , 34 ). Moreover, the evaluation of the effectiveness of training in the long run and after 12 months of the training course was performed in only 1 study ( 16 ).…”

Intelligent play: How improv can improve clinician's emotional intelligence

“…and leaning on facial expressions were key and have been utilised by other programmes during pandemic. 12,13 Virtual improv training could be an acceptable alternative to an in-person training, as it allows for logistical ease with participants potentially joining from anywhere in the world. Deliberate Virtual improv training could be an acceptable alternative to an in-person training.…”