Browsing by Subject "Improvisation"

Now showing 1 - 6 of 6
  • Thumbnail Image
    Item
    Harnessing Applied Improvistion to Restore Empathy and Connection in Stressed Emergency Departments (HarRiED)
    (2025-04-25) Weinstein, Elizabeth; Heerdink-Santos, Jeffrey; Longtin, Krista
    The pandemic and other global stressors have contributed to a healthcare environment that is stressed, understaffed, and, tragically, increasingly hostile for both patients and care teams, especially those from marginalized communities.6 Medical improvisational theatre (medical improv) is a dynamic, adaptable training method which has been shown to improve provider communication skills and empathy.4,7 Medical improv, defined in 2016 as “the adaptation of improvisational theatre principles and exercises to enhance such medical skills as communication, teamwork, and cognition” emphasizes adaptable listening and engagement.3 The Harnessing Applied Improvisation to Restore Empathy and Connection in Stressed Emergency Departments (HarRiED) project was designed to develop, implement, and study a curriculum for healthcare team members using principles of applied improvisational theatre to restore empathy and connection in medicine. We used 4 techniques to measure wellbeing and empathy changes in our participants. • Professional Fulfillment Index (PFI), pre and post • Empathetic communication via the modified Consultative and Relational Empathy (CARE) measure, pre and post • De-identified patient experience scores, change over time and comparison group • Qualitative interviews after workshop Initial statistical analysis is still being conducted. Medicine is at a critical crossroads of diminishing resources, increasing demand, and disenfranchisement of both healthcare providers and patients. Early data informing our curricular development suggest that this educational intervention may enhance provider communication skills to improve connection at the core of healthcare delivery – the patient-provider relationship. We created a curriculum with two in-person half day sessions coupled with biweekly asynchronous reinforcement, to meet the needs and scheduling demands of EM physicians. Future studies can help refine the ideal duration of the course and structure of interventions required for behavioral change. In addition, we anticipate the need for further study regarding the retention and reinforcement of learning. More specifically, as the environment may get more challenging for empathetic communication, how can colleagues and hospital systems create regular check-ins to support providers’ emotional wellbeing and positive communication skills?
  • Thumbnail Image
    Item
    Improvisational Theater as a Tool for Enhancing Cooperation in Academic Libraries
    (Association of College and Research Libraries (ACRL), 2009-03) Stamatoplos, Anthony C., 1958-
    This paper examines the concept of improvisation and its potential role in fostering collaboration and teamwork in academic libraries. It explains basic principles of theatrical improvisation and discusses their practical value in organizational culture. The discussion draws from the literature of organizational improvisation to identify skills applicable to academic libraries and make recommendations for developing improvisational cultures within libraries. The author presented this paper at the 14th National Conference of the Association of College and Research Libraries in Seattle, Washington.
  • Thumbnail Image
    Item
    It is essential to connect: Evaluating a Science Communication Boot Camp
    (Wiley, 2022) Longtin, Krista; Wisner, Rebecca; Organ, Jason M.; Communication Studies, School of Liberal Arts
    Scientific knowledge has expanded dramatically in the 21st century. Yet, even in science where there is large consensus among the studies-evolution by natural selection, for example, or the human basis of accelerated climate change-the public and policymakers are not always in agreement with the science. To bridge this gap, scientists and educators need to connect and engage with diverse audiences with varying levels of science literacy. Communication scholars have identified several effective tactics to communicate effectively with non-specialist audiences. However, our sometimes-siloed thinking in science and higher education discourages sharing this knowledge across disciplinary lines. Furthermore, many training programs focus on educating about which communication strategies work, but they fail to provide participants with the opportunity to develop the skills required to listen effectively and respond in an engaging way. To that end, we created the Science Communication Boot Camp (SCBC) with support from an American Association for Anatomy innovations grant. The 3-day program engaged and immersed participants in training designed to develop audience-centered communication, distill scientific concepts into meaningful narratives, and connect effectively with the public, collaborators, and policymakers. Based on participant surveys at three timepoints (preworkshop, postworkshop, and 2-year follow-up), the SCBC was effective in helping participants to increase their communication skills and willingness to engage with the public and other non-specialist audiences.
  • Thumbnail Image
    Item
    The Quarterly interview: Tony Stamatoplos
    (LOEX, 2011) Stamatoplos, Anthony C., 1958-
    This interview with Tony Stamatoplos focuses primary on the uses of improvisation in teaching information literacy. He comments briefly on his background and philosophy of teaching, and discusses some of the ways he uses improvisation to engage students, facilitate learning, and adapt to dynamic learning environments. He discusses how his use of improvisation is grounded in theatrical improvisation and draws from the scholarship of improvisation in disciplines such as psychology, education, and business.
  • Thumbnail Image
    Item
    Using nominal group technique to determine skills that applied improvisation can teach health profession education learners
    (Elsevier, 2023-07-25) Chan, Carolyn A.; Chou, Erica; LaDisa, Anne Graff; Mehta, Ankit; Zelenski, Amy; Longtin, Krista; Obstetrics and Gynecology, School of Medicine
    Objective: Applied improvisation (AI) is an approach used in health professions (HP) education to teach skills essential for clinical practice such as communication, teamwork, and empathy. Little is known about which skills can be developed using AI, or those which an AI should prioritize. Our research aims to identify skills essential to include in an AI curriculum for HP learners. Methods: A modified nominal group technique (NGT) was conducted to identify and prioritize specific skills which can be taught using AI. This involved silent generation of ideas, round robin, discussions, 2-rounds of preliminary voting, and a final ranking survey to determine a prioritized list of skills to include in an AI curriculum for HP learners. Results: Six content experts participated in the NGT meeting. Initially, 83 skills were identified, and through NGT, a final list of 11 skills essential to an AI curriculum were determined including: adaptability, affirmation of others, acceptance, active listening, being present, cooperation, collaboration with other, advancement, compassionate communication, sharpened non-verbal communication, resilience. Conclusion: Essential skills for an AI curriculum relate to adaptability, attunement, collaboration, affirmation, and advancement. Innovation: This study is a novel application of NGT as a strategy to organize an approach to curriculum innovations.
  • Thumbnail Image
    Item
    Using nominal group technique to determine skills that applied improvisation can teach health profession education learners
    (Elsevier, 2023-07-25) Chan, Carolyn A.; Chou, Erica; Graff LaDisa, Anne; Mehta, Ankit; Zelenski, Amy; Longtin, Krista; Obstetrics and Gynecology, School of Medicine
    Objective: Applied improvisation (AI) is an approach used in health professions (HP) education to teach skills essential for clinical practice such as communication, teamwork, and empathy. Little is known about which skills can be developed using AI, or those which an AI should prioritize. Our research aims to identify skills essential to include in an AI curriculum for HP learners. Methods: A modified nominal group technique (NGT) was conducted to identify and prioritize specific skills which can be taught using AI. This involved silent generation of ideas, round robin, discussions, 2-rounds of preliminary voting, and a final ranking survey to determine a prioritized list of skills to include in an AI curriculum for HP learners. Results: Six content experts participated in the NGT meeting. Initially, 83 skills were identified, and through NGT, a final list of 11 skills essential to an AI curriculum were determined including: adaptability, affirmation of others, acceptance, active listening, being present, cooperation, collaboration with other, advancement, compassionate communication, sharpened non-verbal communication, resilience. Conclusion: Essential skills for an AI curriculum relate to adaptability, attunement, collaboration, affirmation, and advancement. Innovation: This study is a novel application of NGT as a strategy to organize an approach to curriculum innovations.