Grace Under Pressure: a drama-based approach to tackling mistreatment of medical students.
- Publisher:
- BMJ PUBLISHING GROUP
- Publication Type:
- Journal Article
- Citation:
- Med Humanit, 2017, 43, (1), pp. 68-70
- Issue Date:
- 2017-03
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Grace_Under_Pressure_a_drama-.pdf | 250.99 kB | Adobe PDF |
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Full metadata record
Field | Value | Language |
---|---|---|
dc.contributor.author | Scott, KM | |
dc.contributor.author | Berlec, Š | |
dc.contributor.author | Nash, L | |
dc.contributor.author | Hooker, C | |
dc.contributor.author | Dwyer, P | |
dc.contributor.author | Macneill, P | |
dc.contributor.author |
River, J https://orcid.org/0000-0002-5270-4013 |
|
dc.contributor.author | Ivory, K | |
dc.date.accessioned | 2022-09-06T02:58:35Z | |
dc.date.available | 2016-09-14 | |
dc.date.available | 2022-09-06T02:58:35Z | |
dc.date.issued | 2017-03 | |
dc.identifier.citation | Med Humanit, 2017, 43, (1), pp. 68-70 | |
dc.identifier.issn | 1468-215X | |
dc.identifier.issn | 1473-4265 | |
dc.identifier.uri | http://hdl.handle.net/10453/161411 | |
dc.description.abstract | A positive and respectful learning environment is fundamental to the development of professional identities in healthcare. Yet medical students report poor behaviour from healthcare professionals that contradict professionalism teaching. An interdisciplinary group designed and implemented a drama-based workshop series, based on applied theatre techniques, to help students develop positive professional qualities and interpersonal skills to deal with challenges in the healthcare setting. We piloted the workshops at the University of Sydney in 2015. Attendees completed evaluation questionnaires and participated in a focus group or interview. Of 30 workshop attendances, there were 29 completed questionnaires and three participants attended a focus group or interview. Workshop activities were rated as 'very good' or 'good' by 21/22 (95.5%). Thematic analysis of qualitative data highlighted the rationale for participation (to deal with bullying, prevent becoming a bully, learn social skills), workshop benefits (express emotions, learn about status dynamics and deconstructing personalities, empathy, fun), challenges (meeting participants' expectations, participants' need for further practice) and implications for medical education (need to develop awareness of others' perspectives). Our research has shown that there is momentum to challenge mistreatment in medical education. While a multipronged approach is needed to generate systemic change, this pilot offers a positive and creative innovation. It helps students improve their interpersonal skills and sense of self to deal with challenges in the healthcare setting, including mistreatment. | |
dc.format | Print-Electronic | |
dc.language | eng | |
dc.publisher | BMJ PUBLISHING GROUP | |
dc.relation.ispartof | Med Humanit | |
dc.relation.isbasedon | 10.1136/medhum-2016-011031 | |
dc.rights | info:eu-repo/semantics/closedAccess | |
dc.subject | 1199 Other Medical and Health Sciences, 2201 Applied Ethics, 2202 History and Philosophy of Specific Fields | |
dc.subject.classification | General Arts, Humanities & Social Sciences | |
dc.subject.mesh | Attitude | |
dc.subject.mesh | Australia | |
dc.subject.mesh | Bullying | |
dc.subject.mesh | Curriculum | |
dc.subject.mesh | Drama | |
dc.subject.mesh | Education, Medical, Undergraduate | |
dc.subject.mesh | Female | |
dc.subject.mesh | Health Personnel | |
dc.subject.mesh | Humans | |
dc.subject.mesh | Interpersonal Relations | |
dc.subject.mesh | Learning | |
dc.subject.mesh | Male | |
dc.subject.mesh | Organizational Culture | |
dc.subject.mesh | Pilot Projects | |
dc.subject.mesh | Professionalism | |
dc.subject.mesh | Qualitative Research | |
dc.subject.mesh | Social Skills | |
dc.subject.mesh | Students, Medical | |
dc.subject.mesh | Teaching | |
dc.subject.mesh | Universities | |
dc.subject.mesh | Humans | |
dc.subject.mesh | Pilot Projects | |
dc.subject.mesh | Attitude | |
dc.subject.mesh | Interpersonal Relations | |
dc.subject.mesh | Learning | |
dc.subject.mesh | Qualitative Research | |
dc.subject.mesh | Curriculum | |
dc.subject.mesh | Education, Medical, Undergraduate | |
dc.subject.mesh | Universities | |
dc.subject.mesh | Students, Medical | |
dc.subject.mesh | Teaching | |
dc.subject.mesh | Drama | |
dc.subject.mesh | Health Personnel | |
dc.subject.mesh | Organizational Culture | |
dc.subject.mesh | Australia | |
dc.subject.mesh | Female | |
dc.subject.mesh | Male | |
dc.subject.mesh | Bullying | |
dc.subject.mesh | Social Skills | |
dc.subject.mesh | Professionalism | |
dc.title | Grace Under Pressure: a drama-based approach to tackling mistreatment of medical students. | |
dc.type | Journal Article | |
utslib.citation.volume | 43 | |
utslib.location.activity | United States | |
utslib.for | 1199 Other Medical and Health Sciences | |
utslib.for | 2201 Applied Ethics | |
utslib.for | 2202 History and Philosophy of Specific Fields | |
pubs.organisational-group | /University of Technology Sydney | |
pubs.organisational-group | /University of Technology Sydney/Faculty of Health | |
utslib.copyright.status | closed_access | * |
dc.date.updated | 2022-09-06T02:58:34Z | |
pubs.issue | 1 | |
pubs.publication-status | Published | |
pubs.volume | 43 | |
utslib.citation.issue | 1 |
Abstract:
A positive and respectful learning environment is fundamental to the development of professional identities in healthcare. Yet medical students report poor behaviour from healthcare professionals that contradict professionalism teaching. An interdisciplinary group designed and implemented a drama-based workshop series, based on applied theatre techniques, to help students develop positive professional qualities and interpersonal skills to deal with challenges in the healthcare setting. We piloted the workshops at the University of Sydney in 2015. Attendees completed evaluation questionnaires and participated in a focus group or interview. Of 30 workshop attendances, there were 29 completed questionnaires and three participants attended a focus group or interview. Workshop activities were rated as 'very good' or 'good' by 21/22 (95.5%). Thematic analysis of qualitative data highlighted the rationale for participation (to deal with bullying, prevent becoming a bully, learn social skills), workshop benefits (express emotions, learn about status dynamics and deconstructing personalities, empathy, fun), challenges (meeting participants' expectations, participants' need for further practice) and implications for medical education (need to develop awareness of others' perspectives). Our research has shown that there is momentum to challenge mistreatment in medical education. While a multipronged approach is needed to generate systemic change, this pilot offers a positive and creative innovation. It helps students improve their interpersonal skills and sense of self to deal with challenges in the healthcare setting, including mistreatment.
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