Theatre as a public engagement tool for health-policy development

Means of Knowledge Dissemination: Are the <i>Café Scientifique</i> and the Artistic Performance Equally Effective?

“…Initially used in research for representation and dissemination of findings, arts-based methods are now employed in all stages of inquiry (Fraser & Sayah, 2011): as a stimulus for data generation, a method for eliciting meanings and values, an intervention tool or a form of dissemination (Bergum & Godkin, 2008). A wide range of artistic forms are utilized by Canadian arts-based researchers: dance (Boydell et al, 2011); poetry (Groft & Robinson-Vollman, 2007;Lapum, 2005); theatrical performances (Cox et al, 2009a;Colantino et al, 2008;McIntyre & Cole, 2008;Clarke & Nisker, 2007;Doucet et al, 2007;Kontos & Naglie, 2007;Eakin & Endicott, 2006;Mitchell et al, 2006;Nisker et al, 2006;Sinding et al, 2006;Gray et al, 2000;; visuals (Poudrier & MacLean, 2009, Castleden & Garvin, 2008Oliffe & Botorff, 2007;Moffitt & Robinson-Vollman, 2004); and a combination of various forms of art (Cox et al, 2009b;.…”

“…Some experiences may not be possible to articulate in ordinary discourse and could remain virtually unknown through traditional research methods (O'Donoghue, 2007). Arts-based methods may be especially effective in knowledge translation as they open scholarly work to a larger community and provide a stimulus to dialogue (Nisker et al, 2006). It has been argued that inequalities in the distribution of knowledge impacts health disparities (Viswanath & Emmons, 2009).…”

Keeping the spirit alive: using feminist methodology to address silencing

“…This encourages creative problem solving, ''act-ive'' engagement, and solution-ownership by audience members, a critical component in an organizational-change intervention. Forum Theater techniques have been used successfully to promote health practices (e.g., safe sex; Seguin & Rancourt, 1996), educate medical professionals on how to broach difficult health topics (e.g., screening for domestic violence; Gillespie & Brown, 1997), engage university instructors in generating solutions to socially relevant classroom dilemmas (e.g., racial dynamics in the classroom; Kaplan, Cook, & Steigler, 2006;Kumagai et al, 2007), and in other arenas (Milewa, 1997;Miller, 1974;Nisker, Martin, Bluhm, & Daar, 2006).…”

Getting the message across: does the use of drama aid education in palliative care?

“…Drama, or theatre, has been used as an educational medium to promote healthy lifestyles (Cheney et al 2006;Elliot et al 1996;Perry et al 2002); teach communication skills to trainee health professionals (Case and Brauner 2010;Baldwin 2009;Kumagai et al 2007;Rosenbaum et al 2005;Deloney and Graham 2003;Shapiro and Hunt 2003); promote environmental awareness (Gaskell and Taylor 2002); encourage the general public to engage in health policy development (Nisker et al 2006) and to disseminate the results of research studies (Gray et al 2000). Drama has been used with a range of audiences, including adults, young people, children, and rural communities.…”

“…Theatre has also been used as a tool for public engagement in health-policy development (Nisker et al 2006). This is in response to calls for greater community involvement in science-policy development.…”