Krista Longtin
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Improv(ing) Communication About Science and Health: How Theatre Can Help Experts Connect and Collaborate with the Community
Communication is a fundamental part of the human experience and a critical element of the scientific process. We’ve learned so much in the past 50 years about how to communicate effectively, especially in science and health, but we’ve struggled to get that new knowledge into education programs. Dr. Krista Longtin's research seeks to answer the questions: what is the best way to train experts on how to talk about science and health? And, how can we revise curriculum to teach physicians, scientists, and healthcare providers to communicate most effectively to non-experts, including patients, children, and policymakers?
Dr. Longtin is proud to have worked with multiple community organizations to improve science and health communication. For example, she worked with the Evangelical Community Church in Bloomington and the Center for Interfaith Cooperation to hold community conversations about the shared values between science and faith. Each year, the Communicating Science graduate minor program and workshop series trains hundreds of students and faculty on what works in communication strategies. Dr. Longtin and her collaborators actively seek to upend the “deficit model” of science communication, a misconception that just simply giving more information will change decision-making behavior. Rather than just sharing information, physicians and scientists must be engaged in helping their patients and community members see themselves as collaborators in sharing information and making decisions. By dispelling this myth and teaching collaborative communication, Dr. Longtin and her collaborators help regular Indiana people make better decisions about health and science every day.
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Item Improv(ing) Communication About Science and Health: How Theatre Can Help Experts Connect and Collaborate with the Community(Center for Translating Research Into Practice, IU Indianapolis, 2024-05-31) Longtin, KristaCommunicating about science and health in the current landscape is challenging. Scientists and healthcare professionals must establish trust and credibility quickly with the general public, sometimes in a Tweet or short interaction. New research indicates that participatory and experiential techniques, like those from applied improvisational theatre, may be the key to teaching these complex communication skills. Dr. Krista Longtin, associate professor of obstetrics and gynecology and communication studies, explores these new teaching techniques, helping physicians and scientists to learn to embody empathy, fostering deeper connections with patients, colleagues, and stakeholders. By embracing spontaneity and active listening, they cultivate an environment of trust and openness, essential for effective collaboration and patient care. Drawing parallels between improv principles and real-world interactions, attendees will gain practical strategies to navigate complex conversations with authenticity and compassion. In this presentation, Dr. Longtin shares tools to communicate empathetically, enhance policy decisions, patient outcomes, and professional relationships.Item The Impact of Health Communication Research on Medical and Health Professional Education and Training(Taylor & Francis, 2024) Scott, Allison M.; Coolidge, Andrew A.; Donovan, Erin E.; Kerr, Anna M.; Longtin, Krista; Thompson, Charee M.; Ring, David; Van Scoy, Lauren J.In this essay, we review how health communication scholarship has been translated into various communication skills trainings (CSTs), we present four case studies of how health communication research informed the development and implementation of specific CSTs, and we reflect on how we can productively define “impact” in looking back as well as looking forward within this line of research.Item 6: Enhancing Vitality in Academic Medicine(Wiley, 2013) Palmer, Megan M.; Hoffmann-Longtin, Krista; Ribera, Tony; Dankoski, Mary E.; Ribera, Amy K.; Nelson Laird, Tom F.The prevalence of low satisfaction and increased stress among faculty in academic medicine makes understanding faculty vitality in this field more important than ever before. To explore the contributors to and outcomes of faculty vitality, we conducted a multi-institutional study of faculty in academic medicine (N = 1,980, 42 percent response rate). Faculty were surveyed about climate and leadership, career and life management, satisfaction, engagement, productivity, and involvement in faculty development. Analysis reveals that controlling for other factors, academic medicine faculty who participate regularly in faculty development activities are significantly more satisfied, engaged, and productive.Item Just Ask: Using Faculty Input to Inform Communication Strategies(Wiley, 2014) Hoffmann Longtin, Krista; Palmer, Megan M.; Welch, Julie L.; Walvoord, Emily C.; Dankoski, Mary E.Faculty members today are bombarded with information, yet limited in time and attention. Managing communication with faculty is an increasingly important function of faculty development offices. This study explored how communication frameworks can be paired with web design principles and attention economics to increase the effectiveness of communication with faculty members. We developed and tested communication approaches designed to enhance faculty members’ identification and involvement with our programs. The advantages, disadvantages, and effectiveness of each model are presented. Ultimately, the study reframed our understanding of communication strategies, not as static tools, but rather as opportunities to engage faculty.Item Stepping Stones: Nine Lessons from Women Leaders in Academic Medicine(Texas A&M University, 2013) Palmer, Megan M.; Hoffmann-Longtin, Krista J.; Walvoord, Emily C.; Dankoski, Mary E.Women now make up half of all medical school matriculates; yet few women hold leadership positions in academic health centers. The reasons for this gender gap are complex and have been the subject of much discussion. However, the experiences of women who successfully ascend to positions of senior leadership are rarely examined. It is critical to develop a greater understanding of women's paths to leadership positions in order to inspire and enable more women to seek such opportunities. Using a semi-structured protocol, we interviewed 16 women leaders who were willing to share their career journeys in a public forum. These leaders were asked to share pivotal moments or milestones, referred to as "stepping stones," in their careers. The interviews were taped, transcribed and analysed for significant patterns and consistent themes. Nine themes were identified and included: hold fast to your values; be open to unexpected opportunities; surround yourself with people who believe in you and people you believe in; be assertive in your communication and actions; continually refine your leadership skills; don't take things personally; stay organized; build positive relationships and welcoming environments; and when and if necessary, prove them wrong. The women leaders had strikingly similar lessons to share. This study develops a deeper understanding of the career paths of women in leadership positions, setting the stage for future study as well as encouraging and empowering more women to climb the leadership ladder.Item Improv(ing) the Academy: Applied Improvisation as a Strategy for Educational Development(Wiley, 2016) Rossing, Jonathan P.; Hoffmann Longtin, KristaImprovisational theater training (or “improv”) is a strategy employed by many business leaders and educators to cultivate creativity and collaboration amid change. Drawing on improv principles such as “Yes, And…” and “Make your scene partners look good,” we explore the ways in which educational developers might apply principles of improv in 3 contexts: teaching and building classroom community, organizational development, and research collaboration. Faculty developers who successfully engage the principles of improv have the potential to help colleges and universities respond more effectively to complex problems and to manage the uncertainty of the future. By highlighting successful applications of improvisation principles across higher education, we hope to spark further discussion and research on how applied improvisation might be a strategy for overcoming resistance to change and encouraging an environment where innovation is valued.Item Despite faculty skepticism: Lessons from a graduate-level seminar in a hybrid course environment(Taylor & Francis, 2014) Palmer, Megan M.; Shaker, Genevieve; Hoffmann-Longtin, KristaA recent survey of 2,251 university faculty members revealed that only one in five agreed that online courses can achieve learning outcomes equivalent to those of in-person courses (Lederman and Jaschik 2013). In an effort to determine if online graduate courses can be effective, in this study we explore the extent to which qualities commonly found in graduate level seminars can be replicated in hybrid graduate-level courses. A course for students in a higher education graduate program titled “The American Community College” serves as the study case. The course was developed as a hybrid with synchronous, asynchronous, and in-person elements intended to foster highly interactive exchanges of information, deep analysis of subject matter, and advanced means of communicating one’s ideas: all elements of a successful graduate-level course. Web technologies including wikis, blogs, and podcasting provided creative and varied pedagogical tools, which could be fully realized only when students were immersed in the online learning environment. Data collected from students across two semesters and assessment of learning outcomes indicate the value and success of the approach and several advantages to in-person courses, generating a set of implications.Item Black vs African American: Why are communication and clinical researchers not paying attention to what descendants of the African Diaspora want to be called, and why is that a problem?(Indiana Medical Student Program for Research and Scholarship (IMPRS), 2020) Owusu, Raiven; Ridley-Merriweather, Katherine; Hoffmann-Longtin, KristaProblem: Descendants of African Diaspora (DADs) in the U.S. experience greater health disparities than other racial or ethnic minority groups. Many factors play a role, including their lack of participation in clinical trials. By refusing to participate, DADs cannot benefit from medical research. The barriers to recruiting DADs is well discussed in literature, but we found no research suggesting that mislabeling participants could be creating another barrier. This essay delves into the history of labeling DADs to illuminate the existing tensions between the use of “Black” and “African American” and the impact they may have on recruitment. Processes: Communication Theory of Identity and Critical Race Theory shaped our analysis of this mislabeling issue and its possible implications. Both theories offer insight into how an individual shapes and is simultaneously shaped by communication. We reviewed, summarized, and coded literature in the academic and popular press to answer the research question: How can mislabeling DADs possibly deter them from participating in clinical trials? Findings: Within DADs, there are several subgroups with different cultural heritages that contribute to how people identify. Therefore, no “catch-all” label can be used to accurately describe DADs. Academic and popular press literature indicate that preferences exist amongst this group for how they wish to be identified. Researchers should realize that “Black” and “African American” are not perceived the same by many DADs and should refrain from using them interchangeably. Conclusion: Given the current Black Lives Matter movement, it is imperative that health communication scholars and health researchers consider how language shapes participation and research outcomes for DADs. More research is needed to determine if the use of “Black” and “African American” interchangeably creates another barrier to the recruitment of DADs. However, if possible, researchers should take time to note the preferences of their target populations prior to recruitment.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 MedicineObjective: 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.Item Building Faculty Learning Communities for Medical Education Scholarship in a Multi-Campus System: Four Years of Experience(2024-04) Kochhar, Komal; Longtin, Krista; Wilson, Shawn; Ho, Monling; Brokaw, James; Hobson, Tara; Wallach, PaulThe Indiana University School of Medicine employs a large geographically distributed system of medical education composed of 8 regional medical campuses and the main medical campus in Indianapolis. An inherent challenge is being able to provide relevant faculty development opportunities across the state. Beginning Fall of 2019, we implemented Faculty Learning Communities (FLCs) specifically designed to develop faculty competence in medical education research. Each FLC team consisted of 4-6 medical educators engaged in a collaborative educational research project led by an experienced faculty mentor. In addition to the group work, participants were expected to attend a series of monthly seminars to build foundational skills in educational research. To date, 69 medical educators (both preclinical/clinical) have participated in 13 FLC teams. To assess participant satisfaction, surveys were administered at the mid-point and end of each FLC team’s term (68% cumulative response rate). By the end of their term, approximately half of the participants had submitted their work for publication or presentation. A successful FLC program requires strong administrative oversight and organization but can easily be replicated elsewhere.