Telling the Patient's Story: using theatre training to improve case presentation skills

Hammer, Rachel; Rian, Johanna S; Gregory, Jeremy K.; Bostwick, John; Birk, Candace Barrett; Chalfant, Louise; Scanlon, Paul D.; Hall‐Flavin, Daniel K.

doi:10.1136/jmh.2010.006429

Cited by 41 publications

(36 citation statements)

References 51 publications

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“…The significant decrease of explicit fat bias using the performing arts intervention, consistent with other studies incorporating role-playing to attenuate bias, [39] provides tentative support for incorporating arts-based modules as required curricular components rather than ancillary adjuncts to traditional lectures. [40] Many countries, including those in developing nations, are at varying stages of exploring the incorporation of medical humanities into medical school curricula. [41] This research lends support to these efforts, as medical education administrations increasingly are seeking evidence of the value of such innovation.…”

Section: Discussionmentioning

confidence: 99%

Reducing obesity prejudice in medical education

et al. 2014

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Background: Healthcare worker attitudes toward obese individuals facilitate discrimination and contribute to poor health outcomes. Previous studies have demonstrated medical student bias toward obese individuals, but few have examined effects of the educational environment on these prejudicial beliefs. We sought to determine whether an innovative educational intervention (reading a play about obesity) could diminish obesity prejudice relative to a standard medical lecture. Methods: We conducted a randomized, controlled trial enrolling medical students (n = 129) from three universities. Students were assigned to play-reading or a standard lecture. Explicit attitudes and implicit bias toward obese individuals were assessed prior to intervention and after four months. Results: At baseline, students demonstrated moderate explicit and implicit bias toward obese people despite high scores on empathy. Students randomized to the play-reading group had significantly decreased explicit fat bias (P = 0.01) at follow-up, while students in the lecture group showed increased endorsement of a prescriptive model of care at the expense of a patient-centered approach (P = 0.03). There was a significant increase in empathy for those in both the theater (P = 0.007) and lecture group (P = 0.02). The intervention had no significant effect on implicit bias or regard for obesity as a civil rights issue. Discussion: Dramatic reading may be superior to traditional medical lectures for showcasing patient rights and preferences. The present study demonstrates for the first time that play-reading diminishes conscious obesity bias. Further research should determine whether nontraditional methods of instruction promote improved understanding of and care for obese patients.

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Section: Discussionmentioning

confidence: 99%

Reducing obesity prejudice in medical education

et al. 2014

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“…Hammer et al describe a way of using storytelling and theatre to improve case presentation skills 21. However the model we used was that of Mc Drury and Alterio developed in New Zealand which uses story construction and reconstruction in a group setting to foster deep learning 22…”

Section: Discussionmentioning

confidence: 99%

Performance and palliative care: a drama module for medical students

2012

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This paper describes an innovative 2 weeks module for medical students facilitated by drama educators and a palliative medicine doctor. The module incorporates drama, end-of-life care, teamwork and reflective practice. The module contents, practical aspects of drama teaching and learning outcomes are discussed. Various themes emerged from a study of Harold Pinter's play, The Caretaker, which were relevant to clinical practice: silence, power, communication, uncertainty and unanswered questions. Drama teaching may be one way of enhancing students' confidence, increasing self- awareness, developing ethical thinking and fostering teamworking.

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“…The use of role-play, simulation, and storytelling techniques have been shown to help improve these skills (Hammer, 2011).…”

Section: What Katherine Has To Saymentioning

confidence: 99%

Near-peer mentoring: a reflection on the benefits and challenges from both sides of the table. A discursive piece from a mentor and four learners

Stevenson¹,

Bugg²,

Kurian³

et al. 2017

MedEdPublish

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Medical students are more and more involved in informal near-peer mentoring schemes. At Plymouth University Peninsula Schools of Medicine and Dentistry (PUPSMD), a programme has been set up to encourage fifth-year medical students to mentor fourth-year students towards their final-year exams. This reflective piece analyses the experiences of one group of learners and their mentor during their nearpeer mentoring journey. Group size, mentor personality, diversity of learners, content and style of sessions, frequency of sessions and evaluation processes all play an important role in the benefits and challenges reported by this group. There is not a one size fits all for nearpeer mentoring but we hope that these reflections provide some transferrable insights into the challenges and benefits from all involved.

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Telling the Patient's Story: using theatre training to improve case presentation skills

Cited by 41 publications

References 51 publications

Reducing obesity prejudice in medical education

Reducing obesity prejudice in medical education

Performance and palliative care: a drama module for medical students

Near-peer mentoring: a reflection on the benefits and challenges from both sides of the table. A discursive piece from a mentor and four learners

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