Harnessing Applied Improvistion to Restore Empathy and Connection in Stressed Emergency Departments (HarRiED)

Abstract

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?