Swipe om te navigeren naar een ander artikel
Theatre models in medical education have been used worldwide in order to train medical students and graduates in managing various situations. However, the literature reports little regarding its appeal to trainees. We conducted a medical seminar, entitled Emergency Cases School, which employed such techniques. Actors simulated the actions of doctors and patients involved in various emergency cases, in front of a large audience, in a specially modified theatre hall which resembled the emergency room environment.
A total of 303 undergraduate medical students participated in the seminar. The audience evaluated the course with the DREEM questionnaire, along with two extra questions: Q1. ‘Do you think that the course will prove itself beneficial to your clinical skills?’ and Q2. ‘Would you suggest the course to another student?’, in a 0–4 scoring scale. Of the attendees, 281 (92.7%) answered the questionnaire.
The overall DREEM score was 140.32 (±23.39) out of 150, which is interpreted as ‘More positive than negative’. The results of Q1 and Q2 were 3.07 (±0.78) and 3.65 (±0.61), respectively.
The Emergency Cases School received positive feedback as a theatre educational tool, targeted to a large audience. With the advantage of the realistic setting of an emergency room, along with its low-budget needs, this course model could function as a creative alternative of the more traditional lecturing teaching techniques.
Heitz C, Eyck RT, Smith M, Fitch M. Simulation in medical student education: survey of clerkship directors in emergency medicine. West J Emerg Med. 2011;12:455–60. CrossRef
McLaughlin S, Fitch MT, Goyal DG, et al. Simulation in graduate medical education 2008: a review for emergency medicine. Acad Emerg Med. 2008;15:1117–29. CrossRef
Okuda Y, Bryson EO, DeMaria S Jr., et al. The utility of simulation in medical education: what is the evidence? Mt Sinai J Med. 2009;76:330–43. CrossRef
Nestel D, Tierney T. Role-play for medical students learning about communication: guidelines for maximising benefits. BMC Med Educ. 2007;7:3. CrossRef
Unalan PC, Uzuner A, Cifcili S, Akman M, Hancioglu S, Thulesius HO. Using theatre in education in a traditional lecture oriented medical curriculum. BMC Med Educ. 2009;9:73. CrossRef
Case GA, Brauner DJ. Perspective: the doctor as performer: a proposal for change based on a performance studies paradigm. Acad Med. 2010;85:159–63. CrossRef
Acharya S, Shukla S, Acharya N, Vagha J. Role play-an effective tool to teach clinical medicine. J Contemp Med Educ. 2014;2:91–6. CrossRef
Dow AW, Leong D, Anderson A, Wenzel RP. Using theater to teach clinical empathy: a pilot study. J Gen Intern Med. 2007;22:1114–8. CrossRef
Hart JA, Chilcote DR. ‘Won’t you be my patient?’: Preparing theater students as standardized patients. J Nurs Educ. 2016;55:168–71. CrossRef
Sanko JS, Shekhter I, Kyle RR Jr., Di Benedetto S, Birnbach DJ. Establishing a convention for acting in healthcare simulation: merging art and science. Simul Healthc. 2013;8:215–20. CrossRef
Hoelzer BC, Moeschler SM, Seamans DP. Using simulation and standardized patients to teach vital skills to pain medicine fellows. Pain Med. 2015;16:680–91. CrossRef
Huang GC, Sacks H, Devita M, et al. Characteristics of simulation activities at North American medical schools and teaching hospitals: an AAMC-SSH-ASPE-AACN collaboration. Simul Healthc. 2012;7:329–33. CrossRef
Eisenberg A, Rosenthal S, Schlussel YR. Medicine as a performing art: what we can learn about empathic communication from theater arts. Acad Med. 2015;90:272–6. CrossRef
Skye EP, Wagenschutz H, Steiger JA, Kumagai AK. Use of interactive theater and role play to develop medical students’ skills in breaking bad news. J Cancer Educ. 2014;29:704–8. CrossRef
Salam T, Collins M, Baker AM. All the world’s a stage: integrating theater and medicine for interprofessional team building in physician and nurse residency programs. Ochsner J. 2012;12:359–62.
Ballon BC, Silver I, Fidler D. Headspace theater: an innovative method for experiential learning of psychiatric symptomatology using modified role-playing and improvisational theater techniques. Acad Psychiatry. 2007;31:380–7. CrossRef
Bigdeli S, Pakpour V, Aalaa M, et al. Clinical learning environments (actual and expected): perceptions of Iran University of Medical Sciences nursing students. Med J Islam Repub Iran. 2015;29:173.
Roff S, McAleeri S, Harden R, et al. Development and validation of the Dundee Ready Education Environment Measure (DREEM). Med Teach. 1997;19:295–9. CrossRef
Dimoliatis ID, Vasilaki E, Anastassopoulos P, Ioannidis JP, Roff S. Validation of the Greek translation of the Dundee Ready Education Environment Measure (DREEM). Educ Health (Abingdon). 2010;23:348.
Khan JS, Tabasum S, Yousafzai UK, Fatima M. DREEM on: validation of the Dundee Ready Education Environment Measure in Pakistan. J Pak Med Assoc. 2011;61:885–8.
Rotthoff T, Ostapczuk MS, De Bruin J, Decking U, Schneider M, Ritz-Timme S. Assessing the learning environment of a faculty: psychometric validation of the German version of the Dundee Ready Education Environment Measure with students and teachers. Med Teach. 2011;33:e624–e636. CrossRef
Roff S. The Dundee Ready Educational Environment Measure (DREEM) – a generic instrument for measuring students’ perceptions of undergraduate health professions curricula. Med Teach. 2005;27:322–5. CrossRef
Miles S, Swift L, Leinster SJ. The Dundee Ready Education Environment Measure (DREEM): a review of its adoption and use. Med Teach. 2012;34:e620–e634. CrossRef
Till H. Identifying the perceived weaknesses of a new curriculum by means of the Dundee Ready Education Environment Measure (DREEM) Inventory. Med Teach. 2004;26:39–45. CrossRef
Ousey K, Stephenson J, Brown T, Garside J. Investigating perceptions of the academic educational environment across six undergraduate health care courses in the United Kingdom. Nurse Educ Pract. 2014;14:24–9. CrossRef
Finn Y, Avalos G, Dunne F. Positive changes in the medical educational environment following introduction of a new systems-based curriculum: DREEM or reality? Curricular change and the Environment. Ir J Med Sci. 2014;183:253–8. CrossRef
Colbert-Getz JM, Kim S, Goode VH, Shochet RB, Wright SM. Assessing medical students’ and residents’ perceptions of the learning environment: exploring validity evidence for the interpretation of scores from existing tools. Acad Med. 2014;89:1687–93. CrossRef
Pai PG, Menezes V, Srikanth, Subramanian AM, Shenoy JP. Medical students’ perception of their educational environment. J Clin Diagn Res. 2014;8:103–7.
Stratulat SI, Dombici C, Forna D. Evaluation of student perception of the lecture ‘oral functional medical rehabilitation: balneophysiotherapy’. Rev Med Chir Soc Med Nat Iasi. 2013;117:875–9.
de Oliveira Filho GR, Schonhorst L. Problem-based learning implementation in an intensive course of anaesthesiology: a preliminary report on residents’ cognitive performance and perceptions of the educational environment. Med Teach. 2005;27:382–4. CrossRef
Pantelidis P, Staikoglou N, Paparoidamis G, et al. Medical students’ satisfaction with the applied basic clinical seminar with scenarios for students, a novel simulation-based learning method in Greece. J Educ Eval Health Prof. 2016;13:13. CrossRef
Bakhshialiabad H, Bakhshi M, Hassanshahi G. Students’ perceptions of the academic learning environment in seven medical sciences courses based on DREEM. Adv Med Educ Pract. 2015;6:195–203. CrossRef
McIntosh C, Macario A, Flanagan B, Gaba DM. Simulation: What does it really cost? Simul Healthc. 2006;1:109. CrossRef
Zendejas B, Wang AT, Brydges R, Hamstra SJ, Cook DA. Cost: The missing outcome in simulation-based medical education research: a systematic review. Surgery. 2013;153:160–76. CrossRef
- The use of theatre in medical education in the emergency cases school: an appealing and widely accessible way of learning
- Bohn Stafleu van Loghum