A cross-disciplinary approach to learning medical physiology and behavioral skills involving drama students performing as simulated patients.

IF 1.7 4区 教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Advances in Physiology Education Pub Date : 2024-06-01 Epub Date: 2024-03-07 DOI:10.1152/advan.00019.2024
Seán Roe, Mary K McGahon, Sharon Parkinson, Etain Tansey, Paul Murphy
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引用次数: 0

Abstract

The early years of physiology education in medical curricula provide unique challenges. As well as inculcating concepts that are seen as difficult, modern curricula require that students learn in context in case-based learning courses. Additionally, regulating bodies stress that the soft skills of compassion, communication, and empathy are embedded throughout curricula. This has driven work in our organization involving drama and final-year medicine students during which they collaborate in realistic simulations of doctor/patient interactions. We adapted this transdisciplinary approach to second-year physiology tutorials. This emphasized the holistic importance of physiology to patient care, while also embedding "human factors" skills from the very earliest stages of the curriculum. After preparing by attending acting classes based on aspects of Konstantin Stanislavski's "System," the authors supervised tutorials in which drama students participated in a "physiology of hypofertility" session for second-year medical students, playing a 34-year-old woman with premature menopause (or their partner). Opinion (from all students) was evaluated by Likert questionnaires (which included open questions). A focus group of drama students was also interviewed, and the conversation was recorded for thematic analysis. Positive Likert scores were recorded for the authenticity of the tutorials, skills development, fostering empathy, and motivating students to improve. All participants evaluated the tutorial as highly enjoyable. These scores are reflected in positive open commentary on the questionnaires and in the focus group interviews. The results suggest that even basic science tutorials give opportunities for interdisciplinary study and enhancement of behavioral skills while gaining enthusiastic student acceptance.NEW & NOTEWORTHY This work details how physiology tutorials for early years medical students are transformed by taking the clinical case off the two-dimensional page and instead having the case scenario acted by drama students. This adds context and authenticity. The benefits are twofold: emphasizing the importance of physiology to the budding clinician and embedding empathy and compassion from the earliest points in a clinician's career.

跨学科学习医学生理学和行为技能的方法,让戏剧学生扮演模拟病人。
医学课程中的低年级生理学教育面临着独特的挑战。除了灌输被视为困难的概念外,现代课程还要求学生在案例学习课程中结合实际情况进行学习。此外,监管机构还强调在整个课程中融入同情、沟通和共鸣等软技能。这推动了我们组织戏剧专业和医学专业毕业班学生的工作,在此期间,他们在真实的医患互动模拟中进行合作。我们将这种跨学科方法运用到二年级的医学生理学教程中。这强调了生理学对病人护理的整体重要性,同时也从课程的最初阶段就将 "人为因素 "技能融入其中。在参加了以康斯坦丁-斯坦尼斯拉夫斯基的 "系统 "为基础的表演课程后,作者指导戏剧系学生参加了为医学二年级学生开设的 "不孕症生理学 "课程,扮演一名 34 岁的更年期过早妇女(或其伴侣)。通过李克特问卷(包括开放式问题)对(所有学生的)意见进行了评估。此外,还对戏剧专业学生的焦点小组进行了访谈,并对谈话内容进行了记录,以便进行主题分析。在辅导的真实性、技能培养、促进共鸣和激励学生进步等方面,李克特问卷都得到了积极的评价。所有参与者都认为辅导非常愉快。这些分数反映在调查问卷和焦点小组访谈中积极的公开评论中。结果表明,即使是基础科学辅导也能为跨学科学习和提高行为技能提供机会,同时获得学生的热烈认可。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
3.40
自引率
19.00%
发文量
100
审稿时长
>12 weeks
期刊介绍: Advances in Physiology Education promotes and disseminates educational scholarship in order to enhance teaching and learning of physiology, neuroscience and pathophysiology. The journal publishes peer-reviewed descriptions of innovations that improve teaching in the classroom and laboratory, essays on education, and review articles based on our current understanding of physiological mechanisms. Submissions that evaluate new technologies for teaching and research, and educational pedagogy, are especially welcome. The audience for the journal includes educators at all levels: K–12, undergraduate, graduate, and professional programs.
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