Browsing by Subject "Theater"

Now showing 1 - 4 of 4
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    Active Learning on Center Stage: Theater as a Tool for Medical Education
    (Association of American Medical Colleges, 2019-01-30) Hobson, Wendy L.; Hoffmann-Longtin, Krista; Loue, Sana; Love, Linda M.; Liu, Howard Y.; Power, Christine M.; Pollart, Susan M.; Obstetrics and Gynecology, School of Medicine
    Introduction: Knowledge and skill development related to communication must incorporate both affective and behavioral components, which are often difficult to deliver in a learning activity. Using theater techniques and principles can provide medical educators with tools to teach communication concepts. Methods: This 75-minute faculty development workshop presents a variety of techniques from theater and adapts them for use in medical education. Using examples related to diversity and inclusion, this session addresses general educational and theater principles, role-play, sociodrama, applied improvisation, and practical aspects of involving theater partners. The session materials include a PowerPoint presentation with facilitator notes, interactive activities to demonstrate each modality, and an evaluation. The sessions can be extended to longer formats as needed. Results: Forty-five participants at Learn Serve Lead 2016: The AAMC Annual Meeting attended the 75-minute session. We emailed 32 participants 5 months after the conference, and eight responded. Participants reported that their confidence level in using theater techniques as a tool for medical education increased from low-to-medium confidence presession to high confidence postsession. All survey respondents who were actively teaching said they had made changes to their teaching based on the workshop. All commented that they appreciated the active learning in the session. Many indicated they would appreciate video or other follow-up resources. Discussion: Principles and techniques from theater are effective tools to convey difficult-to-teach concepts related to communication. This workshop presents tools to implement activities in teaching these difficult concepts.
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    Romeo and Juliet (Theater Review)
    (John Hopkins University Press[BREAK]COPYRIGHT © 2005 Shakespeare Bulletin. The definitive version of the article is available at: [LINK] http://www.press.jhu.edu/journals/shakespeare_bulletin/[/LINK] [BREAK] Access to the original article may require subscription and authorized logon ID/password. IUPUI faculty/staff/students, please check University Library resources before purchasing an article via the publisher. Questions on finding the original article via our databases? Ask a librarian: [LINK] http://www.ulib.iupui.edu/research/askalibrarian[/LINK]., 2005) Bourus, Terri
    Presented by the Chicago Shakespeare Theater on Navy Pier, Chicago, Illinois. April 2-June 19, 2005. Directed by Mark Lamos.
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    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.
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    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.