Creating a welcoming academic community is part of the vision of the American Association of Colleges of Nursing (AACN). In a recent article they highlighted access, engagement, and connection as priorities for this ideal. While all of three are important, the latter two shout out to me because medical improv is so well-suited to help.
What AACN says about Connection and Engagement
- “Connection: AACN is invested in building strong, authentic relationships across teams and communities. Connection fosters communication, understanding, respect, and collaboration.
- Engagement: AACN affirms that everyone deserves to be heard and have a role in shaping their environment. We are creating pathways for active participation, leadership, and belonging.”
Just think about how communication-related skills and the quality of relationships are embedded in their language. This is exciting because once we identify these competencies we can consider interventions that will lead to long-term meaningful change. YES AND Medical Improv is the perfect experiential teaching modality because, when facilitated properly, it does all of this!
To Pique Your Interest
I offer two quick points to support this claim with links to explore further if you wish.
1. Survey Results Following 2.5 Hours of Medical Improv
Earlier this year 154 students and 15 faculty participated in a medical improv workshop at Harper College. They represented nine programs of study; Nursing, Phlebotomy, Dietetic Internship, Physical Therapy Assistant, Health Information Technology, Radiologic Technology, Diagnostic Sonography, and Dental Hygiene!
Post workshop survey results:
- 91.8% of students indicated improvement in expressive skills such as; self-awareness, confidence asking for help, and giving feedback
- 92.6% of students indicated improvement with listening skills such as validating, perspective-taking, empathy, and receiving feedback
- 93.4% of students indicated improved understanding about the importance of practicing effective and respectful communication as a healthcare professional Expressive communication skills like confidence and self-awareness.
A previous workshop at Ball State University framed in language associated with Interprofessional Education Collaboration (IPEC) showed similar results!
2. Faculty Feedback about Medical Improv Toolkit
This is the kind of feedback that Ellen Schnur, DTM, CP and I were hoping for in writing the book that would make simple activities more accessible to healthcare leaders at all levels and in all disciplines. And more recently for me to create online, self-paced train the trainer courses.
This is what Professor Joyce Shaw, DPT had to say about the resources!
The Medical Improv Toolkit is an asset for all instructors. The book is well organized into modules so that new ideas are easy to find and teaching tools are clear to use. As a college professor I value all
the ways that this resource could make my classes more interactive and engaging and vary the experiences for my students.
What’s especially unique are the relevant and helpful videos that are
available to demonstrate how to integrate these experiential
activities in your teaching. The overall positive tone of the videos helps
instructors choose teaching tools that would work in different
settings and Beth is available to answer questions. -Joyce Shaw, DPT
And there are more endorsements here!
If you are a professor teaching any content to healthcare students, I hope the combination of AACN advise, workshop results, and faculty feedback inspire you to learn more about this transformative teaching methodology.
And as Joyce says, I am available for questions: Beth@bethboynton.com.
Note: Feature image retrieved from: https://pixabay.com/vectors/logo-internet-business-company-7833524/
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