Medical Education
Academic and Research Skills
Rachel Vandermeer, MD (she/her/hers)
Associate Professor of Pediatrics
Dell Medical School at the University of Texas at Austin
Austin, Texas, United States
Adam Rosenbloom, MD MPH (he/him/his)
Clinical Assistant Professor
University of Texas at Austin Dell Medical School
Austin, Texas, United States
Elia Escaname, MD (she/her/hers)
Assistant Professor
UT Health San Antonio, United States
Ruchi Kaushik, MD MEd MPH (she/her/hers)
Medical Director of Education and Research
Imagine Pediatrics
Bellaire, Texas, United States
Jody Huber, MD (she/her/hers)
Pediatric Critical Care Physician
Pediatric Critical Care
Sanford Children's Hospital, University of South Dakota Sanford School of Medicine
Sioux Falls, South Dakota, United States
Amy Quinn, MD
The University of Texas Health Science Center at San Antonio Joe R. and Teresa Lozano Long School of Medicine
San Antonio, Texas, United States
Workshop
Description: A recent article in Academic Pediatrics demonstrated the expanding utility of drama in clinical education worldwide to foster communication skills (CS) and develop empathy in learners. Although role play and observed skill clinical exams are common in the US, few American medical institutions use interactive theater to teach individual or team-based CS. During this workshop, learners apply medical education drama tools through an interactive drama, adapted from forum theater. A brief didactic segment outlines several educational drama methods including the advantages and disadvantages of each. Further, while much emphasis is afforded to drama’s ability to bolster empathy, respect for diversity, and professional behavior, this workshop also demonstrates the benefits of drama when teaching CS algorithms. Intentional structuring of a difficult conversation requires more than empathy. Workshop co-leaders will encourage learners to recognize and apply the teachable “hard skills” employed in these soft skill tasks. Another unique aspect of this workshop is the emphasis on team-based communication. The literature highlights CS training where one learner practices CS tools while other learners observe or play opposite as family members or patients. Clinical medicine and medical education are team sports. Persons from various disciplines, fields of practice or in different educational roles all contribute to a shared conversation and plan formulation. The theater approach in this workshop allows multiple learners to practice CS simultaneously while supporting each other within the same simulated conversation, mirroring both real life clinical discussions with families and feedback with learners.