Browsing by Subject "applied improvisation"

Now showing 1 - 3 of 3
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    Art Therapy and Applied Improvisation: High Impact Learning Strategies to Enhance Communication and Professional Identity
    (Journal of Creativity in Mental Health, 2022) Misluk-Gervase, Eileen; Ansaldo, Jim
    Students who engage in high-impact learning initiatives such internships, capstone research projects, and collaborative activities report gains in personal development that include growth in self-confidence, increase in independent work and thought, and a sense of accomplishment. These are integral to professional identity and competency in graduate training of art therapists. The authors projected that students who participate in applied improvisation workshops would identify an impact on their personal and professional development through increased skill development and confidence. Program evaluation found applied improvisation and art therapy workshops for the enhancement of graduate art therapy students’ clinical skills to be successful in increasing students’ self-assessment of communication skills and enhancing a sense of professional identity and overall competency.
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    Making Sense of Science: Applied Improvisation for Public Communication of Science, Technology, and Health
    (Methuen Drama, 2018) Rossing, Jonathan P.; Hoffmann-Longtin, Krista
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    Twelve tips for using applied improvisation in medical education
    (Taylor & Francis, 2017) Hoffmann-Longtin, Krista; Rossing, Jonathan; Weinstein, Elizabeth; Communication Studies, School of Liberal Arts
    Future physicians will practice medicine in a more complex environment than ever, where skills of interpersonal communication, collaboration and adaptability to change are critical. Applied improvisation (or AI) is an instructional strategy which adapts the concepts of improvisational theater to teach these types of complex skills in other contexts. Unique to AI is its very active teaching approach, adapting theater games to help learners meet curricular objectives. In medical education, AI is particularly helpful when attempting to build students’ comfort with and skills in complex, interpersonal behaviors such as effective listening, person-centeredness, teamwork and communication. This article draws on current evidence and the authors’ experiences to present best practices for incorporating AI into teaching medicine. These practical tips help faculty new to AI get started by establishing goals, choosing appropriate games, understanding effective debriefing, considering evaluation strategies and managing resistance within the context of medical education.