Teaching advocacy communication to pediatric residents: the efficacy of applied improvisational theater (AIT) as an instructional tool

Hoffmann‐Longtin, Krista; Organ, Jason M.; Helphinstine, Jill; Reinoso, Deanna R.; Morgan, Zachary S.; Weinstein, Elizabeth

doi:10.1080/03634523.2018.1503314

Cited by 20 publications

(19 citation statements)

References 39 publications

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“…Meanwhile, medicine, long ensconced within a cultural identity of science, fact, and objectivity, (Taylor, 2003) seemed relatively content to view content as king and context experts as the chief drivers of any educational engine. Although there is a nascent literature on the intersections of medicine/medical education and the performing arts (Hobson et al, 2019), most target specific topics such as empathy (Dow et al, 2007;Eisenberg et al, 2015;Gao et al, 2019), conflict resolution (Wolfe et al, 2018), racism (Manzi et al, 2020), or more general curricular competencies such as humanism, ethics, or communication skills (e.g., Hoffmann-Longtin et al, 2018;Coleman and Dick, 2016;Shapiro and Hunt, 2003) and with particular theateresque vehicles such as improvisation and Accepted Article readers theater (Savitt, 2010;Watson, 2011) commanding a starring role. Alternatively, broader framings depicting clinical medicine as theater, (Gormley and Murphy, 2018) or physicians as actors, (Larson and Yao, 2005) are rare.…”

Section: Accepted Articlementioning

confidence: 99%

Anatomy 3.0: Rediscovering Theatrum Anatomicum in the wake of Covid‐19

Carvalho-Filho

Hafferty

Pawlina

2021

Anatomical Sciences Ed

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The Covid-19 pandemic has challenged medical educators internationally to confront the challenges of adapting their present educational activities to a rapidly evolving digital world. In this article, the authors use anatomy education as proxy to reflect on and remap the past, present, and future of medical education in the face of these disruptions. Inspired by the historical Theatrum Anatomicum (Anatomy 1.0), the authors argue replacing current anatomy dissection laboratory (Anatomy 2.0) with a prototype anatomy studio (Anatomy 3.0).

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Section: Accepted Articlementioning

confidence: 99%

Anatomy 3.0: Rediscovering Theatrum Anatomicum in the wake of Covid‐19

Carvalho-Filho

Hafferty

Pawlina

2021

Anatomical Sciences Ed

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“…Recent work indicates that people do not learn from having facts talked at them—they need to be communicated within accessible and interactive ways (Hawley & Sinatra, 2019; Ocobock & Hawley, 2020). Non‐linear communication techniques, such as applied improvisational theater, have been effective in improving doctor‐patient dialogues among pediatric medicine residents and for medical educators teaching communication concepts (Hobson et al, 2019; Hoffmann‐Longtin et al, 2018).…”

Section: Create Two‐way Channelsmentioning

confidence: 99%

Human biology is a matter of life or death: Effective science communication for COVID‐19 research

Ocobock

Lynn

2020

American J Hum Biol

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“…''; (3) make statements; and (4) there are no mistakes, only opportunities (TABLE). 4 Although primarily studied in developing communication skills in undergraduate medical education, GME, [5][6][7][8] and allied health professional education, 9,10 improv skills may also have a role in clinical teaching. 11 For many trainees, inpatient attending rounds and outpatient precepting experiences are the main learning opportunities each day.…”

Section: Foundations Of Improvisationmentioning

confidence: 99%

Sketching an Approach to Clinical Education: What We Can Learn From Improvisation

Strohbehn

Jaffe

Houchens

2020

Journal of Graduate Medical Education

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56-year-old man is admitted to the inpatient general medicine teaching service with pleuritic chest pain, fever, cough, tachycardia, diminished breath sounds on the left, leukocytosis, and left-sided opacity on chest radiograph. The attending physician anticipates that the team discussion will focus on pneumonia, antibiotic strategies, and risk stratification. Yet on rounds, the intern proposes pulmonary embolism (PE) as the most likely diagnosis and suggests chest computed tomography and heparin. The attending had not anticipated this thought process and wonders how best to respond in a way that will enhance the team's learning. This attending physician's dilemma is not unusual: incorporating effective teaching techniques into the typical time-constrained and patient-focused graduate medical education (GME) clinical space is challenging. 1-3 In this perspective, we describe how improvisation techniques, often used to teach clinicians effective communication strategies, can also be used by clinical educators to enhance their teaching skills within teams. We describe key principles of improv, examine their parallels to effective clinical teaching in GME settings, and show that skilled improvisers and excellent clinical educators share common behaviors. We aim to demonstrate the value of incorporating improvisation and spontaneity into clinical teaching for experienced as well as novice teachers.

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Teaching advocacy communication to pediatric residents: the efficacy of applied improvisational theater (AIT) as an instructional tool

Abstract: Teaching advocacy communication to pediatric residents: the efficacy of applied improvisational theater (AIT) as an instructional tool. Communication Education, 67(4), 438-459.

Cited by 20 publications

References 39 publications

Anatomy 3.0: Rediscovering Theatrum Anatomicum in the wake of Covid‐19

Anatomy 3.0: Rediscovering Theatrum Anatomicum in the wake of Covid‐19

Human biology is a matter of life or death: Effective science communication for COVID‐19 research

Sketching an Approach to Clinical Education: What We Can Learn From Improvisation

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