All the world's a stage: the use of theatrical performance in medical education

Abstract

Purpose Student exposure to illness-related theatrical performances holds intriguing educational possibilities. This project explored uses of theatrical performance within the context of medical education.Method Two 1-person shows, dramatically addressing AIDS and ovarian cancer, were presented to audiences totalling approximately 150 medical students, faculty, community doctors, staff and patients.Results Evaluations for both performances indicated increased understanding of the illness experience and greater empathy for patients. They also showed that respondents obtained additional insights into patient care issues, and developed new ways of thinking about their situations.Conclusions Presenting illness-related dramatic performances as an adjunct method of enhancing empathy and insight toward patients in a self-selected group of students, doctors, staff and patients was successful. Although this approach might not be effective with all learners, those who participated felt they gained important insights into the nature of the patient experience.

Impact of a Workshop About Aging on the Empathy Scores of Pharmacy and Medical Students

“…18 One approach to enhancing empathy is for students to assume the roles of persons in need of medical care, including elderly persons with age-related impairments. [19][20][21][22][23][24][25] Anecdotal reports suggest that these approaches result in better understanding of the concerns and experiences of elderly people with chronic or terminal diseases. 20,26,27 However, the shortand long-term effects of such approaches have not been empirically documented by using a psychometrically sound instrument specific to measuring empathy in the context of patient care.…”

A course, ‘The Human in Medicine’, as an example of a preclinical medical humanities program: A summary of 7 years

“…A few studies pointing to efficacy, indicate that medical humanities programs are beneficial for strengthening the students' empathy, deepening their understanding, enabling them to manage conflict, helping them to express themselves more efficiently, endowing them with a social and humanistic perspective, making them grasp life experiences related to medical practice and develop a new line of insight (Shapiro & Hunt 2003;Shapiro et al 2005;Lee & Ahn 2004). These programs also function as a tool to open discussions about 'biological determinism', 'technicalism' and 'proceduralism'.…”

“…The few articles on the subject conclude that these programs have positive effects on the students' patient management skills by enhancing empathy, improving understanding and reducing frustration. (Shapiro & Hunt 2003;Shapiro et al 2005). The aim of this article is to evaluate the HIM program of our faculty with regard to its efficacy and on the basis of the impressions of the students.…”

Community-Based Collaboration with High School Theater Students as Standardized Patients

“…[8][9][10][11] Medical schools have employed paid actors with dramatic skills to train their students in patient assessment. [12][13] The use of adolescent and pediatric simulated patients is rare among medical schools, but in instances where they have been thus employed, both students and faculty members have responded favorably regarding the benefits of such encounters. [3][4][5] This exercise is novel in that high school students with a theater course requirement were utilized to interact with pharmacy students in a professional patient encounter.…”