Zohreh Khoshgoftar, Hamid Hamzezadeh, Masoumeh Amirifard, Aygineh Hayrabedian, Sara Bagheri
{"title":"探索哑剧游戏在医学教育中的潜力:非语言练习。","authors":"Zohreh Khoshgoftar, Hamid Hamzezadeh, Masoumeh Amirifard, Aygineh Hayrabedian, Sara Bagheri","doi":"10.1080/0142159X.2024.2402559","DOIUrl":null,"url":null,"abstract":"<p><p>The primary educational challenge in medical education is the lack of focus on non-verbal communication skills, such as body language, facial expressions, and gestures. This gap is crucial, particularly in multicultural and multilingual contexts where non-verbal cues can bridge language barriers and enhance understanding between healthcare professionals and patients. To address this, our wave explores the potential of integrating art, specifically pantomime games, into medical education as a non-verbal exercise. Inspired by ancient drama and role-play, pantomime games offer an innovative methodology for enhancing non-verbal communication skills. These games help students develop observation, empathy, and ambiguity tolerance-skills essential for effective healthcare delivery. Incorporating art and game-based learning into medical curricula has improved visual perception, personal reflection, and student engagement. The benefits of this integration extend globally, fostering emotional intelligence, creative thinking, and cross-cultural understanding. Educational games create a safe environment for students to experiment, learn from mistakes, and gain practical experience, ultimately reducing training time and instructor load. Moreover, non-verbal communication training can enhance professor-student interactions, improving feedback quality and learning outcomes. To implement these innovations, clear guidelines and effective facilitation are crucial. Educators should provide supportive environments for experimentation and learning, using minimal materials such as open spaces and simple props. High-resource settings can leverage AI technologies for feedback and create mobile applications to modernize the approach. This wave advocates for a student-centered, multimodal communication and learning environment, highlighting the transformative potential of integrating performing arts into medical education to prepare future healthcare providers better.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"597-599"},"PeriodicalIF":3.3000,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Exploring the potential of pantomime games in medical education: Non-verbal exercise.\",\"authors\":\"Zohreh Khoshgoftar, Hamid Hamzezadeh, Masoumeh Amirifard, Aygineh Hayrabedian, Sara Bagheri\",\"doi\":\"10.1080/0142159X.2024.2402559\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>The primary educational challenge in medical education is the lack of focus on non-verbal communication skills, such as body language, facial expressions, and gestures. This gap is crucial, particularly in multicultural and multilingual contexts where non-verbal cues can bridge language barriers and enhance understanding between healthcare professionals and patients. To address this, our wave explores the potential of integrating art, specifically pantomime games, into medical education as a non-verbal exercise. Inspired by ancient drama and role-play, pantomime games offer an innovative methodology for enhancing non-verbal communication skills. These games help students develop observation, empathy, and ambiguity tolerance-skills essential for effective healthcare delivery. Incorporating art and game-based learning into medical curricula has improved visual perception, personal reflection, and student engagement. The benefits of this integration extend globally, fostering emotional intelligence, creative thinking, and cross-cultural understanding. Educational games create a safe environment for students to experiment, learn from mistakes, and gain practical experience, ultimately reducing training time and instructor load. Moreover, non-verbal communication training can enhance professor-student interactions, improving feedback quality and learning outcomes. To implement these innovations, clear guidelines and effective facilitation are crucial. Educators should provide supportive environments for experimentation and learning, using minimal materials such as open spaces and simple props. High-resource settings can leverage AI technologies for feedback and create mobile applications to modernize the approach. This wave advocates for a student-centered, multimodal communication and learning environment, highlighting the transformative potential of integrating performing arts into medical education to prepare future healthcare providers better.</p>\",\"PeriodicalId\":18643,\"journal\":{\"name\":\"Medical Teacher\",\"volume\":\" \",\"pages\":\"597-599\"},\"PeriodicalIF\":3.3000,\"publicationDate\":\"2025-04-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Medical Teacher\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/0142159X.2024.2402559\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2024/9/25 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Medical Teacher","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/0142159X.2024.2402559","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/9/25 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
Exploring the potential of pantomime games in medical education: Non-verbal exercise.
The primary educational challenge in medical education is the lack of focus on non-verbal communication skills, such as body language, facial expressions, and gestures. This gap is crucial, particularly in multicultural and multilingual contexts where non-verbal cues can bridge language barriers and enhance understanding between healthcare professionals and patients. To address this, our wave explores the potential of integrating art, specifically pantomime games, into medical education as a non-verbal exercise. Inspired by ancient drama and role-play, pantomime games offer an innovative methodology for enhancing non-verbal communication skills. These games help students develop observation, empathy, and ambiguity tolerance-skills essential for effective healthcare delivery. Incorporating art and game-based learning into medical curricula has improved visual perception, personal reflection, and student engagement. The benefits of this integration extend globally, fostering emotional intelligence, creative thinking, and cross-cultural understanding. Educational games create a safe environment for students to experiment, learn from mistakes, and gain practical experience, ultimately reducing training time and instructor load. Moreover, non-verbal communication training can enhance professor-student interactions, improving feedback quality and learning outcomes. To implement these innovations, clear guidelines and effective facilitation are crucial. Educators should provide supportive environments for experimentation and learning, using minimal materials such as open spaces and simple props. High-resource settings can leverage AI technologies for feedback and create mobile applications to modernize the approach. This wave advocates for a student-centered, multimodal communication and learning environment, highlighting the transformative potential of integrating performing arts into medical education to prepare future healthcare providers better.
期刊介绍:
Medical Teacher provides accounts of new teaching methods, guidance on structuring courses and assessing achievement, and serves as a forum for communication between medical teachers and those involved in general education. In particular, the journal recognizes the problems teachers have in keeping up-to-date with the developments in educational methods that lead to more effective teaching and learning at a time when the content of the curriculum—from medical procedures to policy changes in health care provision—is also changing. The journal features reports of innovation and research in medical education, case studies, survey articles, practical guidelines, reviews of current literature and book reviews. All articles are peer reviewed.