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American Journal of Public Health Jan 1974
Topics: Attitude; Communication; Education, Continuing; Emotions; Group Processes; Health Occupations; Humans; Interpersonal Relations; Learning; Mental Health Services; Motivation; Problem Solving; Psychodrama; Self Concept; Social Behavior; Teaching; Verbal Behavior; Workforce
PubMed: 4808605
DOI: 10.2105/ajph.64.1.41 -
Journal of Health Organization and... Apr 2018Purpose The purpose of this paper is to investigate the potentials of role-playing (RP) both in training healthcare (HC) professionals to implement tools and improvement...
Purpose The purpose of this paper is to investigate the potentials of role-playing (RP) both in training healthcare (HC) professionals to implement tools and improvement actions based on Lean principles, and in supporting group discussion and the sharing of different competencies for the development of Lean HC. Design/methodology/approach The paper presents the case study of an RP simulation called LEAN HEALTHCARE LAB, which is used to train HC professionals at Siena University Hospital. The paper reports and discusses the results of a specific two-day simulation session and of a questionnaire that was distributed to gather feedback from the participants. Findings The paper verifies the potentials of RP to be a powerful educational and training tool that is able to stimulate the HC participants to apply Lean thinking principles and share their competencies in collaborative decision-making processes. Research limitations/implications The study provides data in reference to one single simulation session, although the game has already been applied several times in different HC organizations with very similar outcomes. Moreover, a more in-depth analysis of players' perceptions and decisions could be performed using different tools in addition to the adopted questionnaire. Practical implications RP games (RPGs) are effective training and educational tools for HC professionals. They offer benefits and learning conditions which are definitely different if compared with more conventional education programs for HC professionals. Originality/value While previous studies have extensively discussed the potentialities of RPG and simulations in training programs, only a few articles have discussed the RP adoption for Lean thinking and even less to educate HC professionals on Lean principles and tools.
Topics: Delivery of Health Care; Efficiency, Organizational; Italy; Role Playing; Simulation Training; Surveys and Questionnaires; Total Quality Management
PubMed: 29624141
DOI: 10.1108/JHOM-07-2017-0191 -
Frontiers in Psychology 2018Throughout the last decades, scientific and therapeutic communities have made common efforts to collect reliable information concerning the efficacy of psychotherapies....
Throughout the last decades, scientific and therapeutic communities have made common efforts to collect reliable information concerning the efficacy of psychotherapies. One of these initiatives has, recently, involved the psychodrama community and its desire to achieve progress in the validation of this therapy. Based on Robert Elliott's Hermeneutic Single Case Efficacy Design, we followed five participants (three women, two men, aged 27-48 years) of a psychodrama group over the course of their therapeutic process, which ranged from 24 months to 5 years. For the single case study, we selected the participant who had the longest data collecting record, including one follow-up. Participants generally reported improvement in their personal therapeutic goals, decrease in symptoms and life problems, and some showed a marked increase in spontaneity levels. In the single case, these results are confirmed, and following decision criteria it is possible to assert that the participant improved in all the variables assessed and that therapy is the main cause of these changes. Furthermore, the participant frequently rated psychodrama sessions as being helpful and stated they had a transformational impact on his life. This research contributes toward validating psychodrama as an efficient therapeutic method, hopefully stimulating practitioners to integrate therapy and research-which, for years, were considered independent and incompatible-and to facilitate their use in a complementary way.
PubMed: 30250442
DOI: 10.3389/fpsyg.2018.01662 -
MedEdPORTAL : the Journal of Teaching... Jan 2019Knowledge and skill development related to communication must incorporate both affective and behavioral components, which are often difficult to deliver in a learning...
INTRODUCTION
Knowledge and skill development related to communication must incorporate both affective and behavioral components, which are often difficult to deliver in a learning activity. Using theater techniques and principles can provide medical educators with tools to teach communication concepts.
METHODS
This 75-minute faculty development workshop presents a variety of techniques from theater and adapts them for use in medical education. Using examples related to diversity and inclusion, this session addresses general educational and theater principles, role-play, sociodrama, applied improvisation, and practical aspects of involving theater partners. The session materials include a PowerPoint presentation with facilitator notes, interactive activities to demonstrate each modality, and an evaluation. The sessions can be extended to longer formats as needed.
RESULTS
Forty-five participants at Learn Serve Lead 2016: The AAMC Annual Meeting attended the 75-minute session. We emailed 32 participants 5 months after the conference, and eight responded. Participants reported that their confidence level in using theater techniques as a tool for medical education increased from low-to-medium confidence presession to high confidence postsession. All survey respondents who were actively teaching said they had made changes to their teaching based on the workshop. All commented that they appreciated the active learning in the session. Many indicated they would appreciate video or other follow-up resources.
DISCUSSION
Principles and techniques from theater are effective tools to convey difficult-to-teach concepts related to communication. This workshop presents tools to implement activities in teaching these difficult concepts.
Topics: Clinical Competence; Communication; Curriculum; Education; Education, Medical; Faculty, Medical; Female; Humans; Knowledge; Male; Peer Review; Problem-Based Learning; Retrospective Studies; Role Playing; Self Concept; Students, Medical; Surveys and Questionnaires; Video Recording
PubMed: 31044155
DOI: 10.15766/mep_2374-8265.10801 -
Revista Brasileira de Enfermagem 2018Describe the reflections of nursing students on nursing care through the use of role-playing.
OBJECTIVE
Describe the reflections of nursing students on nursing care through the use of role-playing.
METHOD
Qualitative research with descriptive-exploratory approach and documentary base. The data were collected from portfolios of 32 students from an undergraduate course in the Southern Brazil. The analysis of the data followed the steps of sorting, classification in structures of relevance, synthesis and interpretation.
RESULTS
Two empirical categories were obtained: (1) Feelings in the act of taking care and receiving care and (2) Reversing roles: benefits to the nurse in the act of caring.
FINAL CONSIDERATIONS
The use of role-playing as a strategy for teaching the theme of care to undergraduate students encouraged reflections about the skills and abilities necessary for the act of taking care and favored the students' self-perception as nurses, appropriating the essence of their future profession: care.
Topics: Brazil; Curriculum; Education, Nursing, Baccalaureate; Humans; Nursing Care; Qualitative Research; Role Playing; Students, Nursing
PubMed: 30540047
DOI: 10.1590/0034-7167-2017-0733 -
Frontiers in Psychology 2018Human mind is hypothesis-driven and our observations of the world are strongly shaped by preconceptions. This "top-down" principle is biologically driven and...
Human mind is hypothesis-driven and our observations of the world are strongly shaped by preconceptions. This "top-down" principle is biologically driven and contraindicative to spontaneity, which is non-linear, condensed, and initially incomprehensible. My first argument is that spontaneity entails "bottom up" information processing, as articulated in the hierarchical neurocognitive model of perception. My second argument is that changing the balance between these two processes is important and feasible. Insights from psychodynamic transference and savant syndrome are presented to support these ideas. Uniting these contemporary notions with some essentials of J. L. Moreno's philosophy is my third goal. By violating predictions and expectations, psychodrama interferes with top-down "conserved" processing and cultivates here and now, stimulus-dependent spontaneous acts. Further evidence is presented in support of the claim that adult spontaneity leads to enhanced cognition and creativity through imitating the child's brain, as Moreno envisioned. Because spontaneity is formed before having the evidence for its truth or adequacy, it entails, in adults, overcoming apprehensions about acting without a theory in mind. This is what means and it requires training, which psychodrama fosters on its stage laboratory.
PubMed: 30487763
DOI: 10.3389/fpsyg.2018.02083 -
The Israel Journal of Psychiatry and... 2015The medical clown has become an accepted therapeutic figure in non-psychiatric hospital departments in recent years. However, the potential role of the clown in... (Review)
Review
The medical clown has become an accepted therapeutic figure in non-psychiatric hospital departments in recent years. However, the potential role of the clown in psychiatry, especially for the treatment of psychosis, has not been investigated. We report here on the functioning of a medical clown in an inpatient psychiatric department. A program using psychodramatic group therapy techniques with the clown serving as moderator was developed. We describe the case of one individual diagnosed with schizophrenia who in the course of four and a half months of group therapy led by the medical clown was able to adopt a succession of surprising roles. This process may have contributed to the patient's remission. We discuss the special capacity of medical clowns to encourage communication and indulge in fantasy while returning to consensual reality. We suggest that this may have particular relevance in work with psychotic individuals.
Topics: Adult; Humans; Male; Psychodrama; Psychotic Disorders; Schizophrenia
PubMed: 27357551
DOI: No ID Found -
PloS One 2021There are gaps in our understanding of how non-specialists, such as lay health workers, can achieve core competencies to deliver psychosocial interventions in low- and...
BACKGROUND
There are gaps in our understanding of how non-specialists, such as lay health workers, can achieve core competencies to deliver psychosocial interventions in low- and middle-income countries.
METHODS
We conducted a 12-month mixed-methods study alongside the Rehabilitation Intervention for people with Schizophrenia in Ethiopia (RISE) pilot study. We rated a total of 30 role-plays and 55 clinical encounters of ten community-based rehabilitation (CBR) lay workers using an Ethiopian adaptation of the ENhancing Assessment of Common Therapeutic factors (ENACT) structured observational rating scale. To explore factors influencing competence, six focus group discussions and four in-depth interviews were conducted with 11 CBR workers and two supervisors at three time-points. We conducted a thematic analysis and triangulated the qualitative and quantitative data.
RESULTS
There were improvements in CBR worker competence throughout the training and 12-month pilot study. Therapeutic alliance competencies (e.g., empathy) saw the earliest improvements. Competencies in personal factors (e.g., substance use) and external factors (e.g., assessing social networks) were initially rated lower, but scores improved during the pilot. Problem-solving and giving advice competencies saw the least improvements overall. Multimodal training, including role-plays, field work and group discussions, contributed to early development of competence. Initial stigma towards CBR participants was reduced through contact. Over time CBR workers occupied dual roles of expert and close friend for the people with schizophrenia in the programme. Competence was sustained through peer supervision, which also supported wellbeing. More intensive specialist supervision was needed.
CONCLUSION
It is possible to equip lay health workers with the core competencies to deliver a psychosocial intervention for people with schizophrenia in a low-income setting. A prolonged period of work experience is needed to develop advanced skills such as problem-solving. A structured intervention with clear protocols, combined with peer supervision to support wellbeing, is recommended for good quality intervention delivery. Repeated ENACT assessments can feasibly and successfully be used to identify areas needing improvement and to guide on-going training and supervision.
Topics: Adult; Clinical Competence; Community Health Workers; Ethiopia; Female; Focus Groups; Humans; Interviews as Topic; Male; Middle Aged; Pilot Projects; Role Playing; Schizophrenia; Socioeconomic Factors; Young Adult
PubMed: 33630893
DOI: 10.1371/journal.pone.0246158 -
Turk Psikiyatri Dergisi = Turkish... 2005To investigate the applicability of psychodrama orientated group work among the elderly living in nursing homes, and effect of this group work on coping with...
OBJECTIVE
To investigate the applicability of psychodrama orientated group work among the elderly living in nursing homes, and effect of this group work on coping with psychological and behavioral problems.
METHOD
Eleven male volunteers were chosen for the group. None of them had any negative features on communicating with others or had somatic or serious psychological problems. Eighteen psychodrama orientated group work sessions were held. Each was 2.5 to 3 hours long and took place only once a week. The staff of the nursing home became involved in the process after the twelfth session. Therapists registered their observations at every meeting. To evaluate the anxiety-depression levels the Geriatric Depression Scale and Hamilton Anxiety Rating Scale were used.
RESULTS
Due to a late warm up among the members in this group, dramatization took place in later sessions. During the study, an increase in the members' spontaneity, creativity and empathy and consequently an improvement in communicating with and helping others, and coping with problems were observed. Articulation of emotions and thoughts improved gradually during the study. Somatic and total anxiety scores decreased significantly.
CONCLUSION
This study shows that psychodrama group work can be used with the elderly and it may be helpful for improving psychological and behavioral areas, and for discovering the meaning of life.
Topics: Adaptation, Psychological; Aged; Homes for the Aged; Humans; Life Change Events; Male; Middle Aged; Nursing Homes; Psychodrama
PubMed: 15981149
DOI: No ID Found -
MedEdPORTAL : the Journal of Teaching... Jun 2018Precepting is when a medical educator listens to a learner's presentation and must teach and assess the learner while rendering safe patient care. A popular framework...
INTRODUCTION
Precepting is when a medical educator listens to a learner's presentation and must teach and assess the learner while rendering safe patient care. A popular framework for this type of educational encounter is the one-minute preceptor model, which can work for learners at all skill levels. This workshop was created to develop skills of all teaching faculty, regardless of medical specialty, in precepting.
METHODS
The workshop is based on Kolb's experiential learning theory. A PowerPoint presentation delivers the core abstract concepts. The PowerPoint allows for discussion of participants' prior precepting experiences, including both challenges and successes. The workshop ends with role-plays for participants to practice their skills and a facilitated debrief to aid individual reflection. Twelve role-plays were created for use in the workshop; these were then reviewed by someone in the matching specialty to enhance authenticity. Participants completed a survey after the workshop to evaluate the session.
RESULTS
This presentation was delivered 26 times to 392 participants at 16 different teaching hospitals. Twenty-one different medical specialties and subspecialties were represented. Ninety-seven percent of participants stated they would use the information presented in the workshop often or daily. There were conflicting comments about the role-plays. The negative comments centered around (a) personal difficulty participating in the role-plays and (b) the role-plays not being related to the learning.
DISCUSSION
Discussion and role-play can be an effective way to instruct educators in use of the one-minute preceptor as a framework for teaching.
Topics: Education; Faculty, Medical; Humans; Military Medicine; Preceptorship; Problem-Based Learning; Program Evaluation; Role Playing; Staff Development; Surveys and Questionnaires
PubMed: 30800918
DOI: 10.15766/mep_2374-8265.10718