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Using theatre in education in a traditional lecture oriented medical curriculum

BACKGROUND: Lectures supported by theatrical performance may enhance learning and be an attractive alternative to traditional lectures. This study describes our experience with using theatre in education for medical students since 2001. METHODS: The volunteer students, coached by experienced student...

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Detalles Bibliográficos
Autores principales: Ünalan, Pemra C, Uzuner, Arzu, Çifçili, Serap, Akman, Mehmet, Hancıoğlu, Sertaç, Thulesius, Hans O
Formato: Texto
Lenguaje:English
Publicado: BioMed Central 2009
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2803161/
https://www.ncbi.nlm.nih.gov/pubmed/20003493
http://dx.doi.org/10.1186/1472-6920-9-73
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author Ünalan, Pemra C
Uzuner, Arzu
Çifçili, Serap
Akman, Mehmet
Hancıoğlu, Sertaç
Thulesius, Hans O
author_facet Ünalan, Pemra C
Uzuner, Arzu
Çifçili, Serap
Akman, Mehmet
Hancıoğlu, Sertaç
Thulesius, Hans O
author_sort Ünalan, Pemra C
collection PubMed
description BACKGROUND: Lectures supported by theatrical performance may enhance learning and be an attractive alternative to traditional lectures. This study describes our experience with using theatre in education for medical students since 2001. METHODS: The volunteer students, coached by experienced students, were given a two-week preparation period to write and prepare different dramatized headache scenarios during three supervised meetings. A theatrical performance was followed by a student presentation about history taking and clinical findings in diagnosing headache. Finally, a group discussion led by students dealt with issues raised in the performance. The evaluation of the theatre in education lecture "A Primary Care Approach to Headache" was based on feedback from students. RESULTS: More than 90% of 43 responding students fully agreed with the statement "Theatrical performance made it easier to understand the topic". More than 90% disagreed with the statements "Lecture halls were not appropriate for this kind of interaction" and "Students as teachers were not appropriate". Open-ended questions showed that the lesson was thought of as fun, good and useful by most students. The headache questions in the final exam showed results that were similar to average exam results for other questions. CONCLUSION: Using theatrical performance in medical education was appreciated by most students and may facilitate learning and enhance empathy and team work communication skills.
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spelling pubmed-28031612010-01-08 Using theatre in education in a traditional lecture oriented medical curriculum Ünalan, Pemra C Uzuner, Arzu Çifçili, Serap Akman, Mehmet Hancıoğlu, Sertaç Thulesius, Hans O BMC Med Educ Research article BACKGROUND: Lectures supported by theatrical performance may enhance learning and be an attractive alternative to traditional lectures. This study describes our experience with using theatre in education for medical students since 2001. METHODS: The volunteer students, coached by experienced students, were given a two-week preparation period to write and prepare different dramatized headache scenarios during three supervised meetings. A theatrical performance was followed by a student presentation about history taking and clinical findings in diagnosing headache. Finally, a group discussion led by students dealt with issues raised in the performance. The evaluation of the theatre in education lecture "A Primary Care Approach to Headache" was based on feedback from students. RESULTS: More than 90% of 43 responding students fully agreed with the statement "Theatrical performance made it easier to understand the topic". More than 90% disagreed with the statements "Lecture halls were not appropriate for this kind of interaction" and "Students as teachers were not appropriate". Open-ended questions showed that the lesson was thought of as fun, good and useful by most students. The headache questions in the final exam showed results that were similar to average exam results for other questions. CONCLUSION: Using theatrical performance in medical education was appreciated by most students and may facilitate learning and enhance empathy and team work communication skills. BioMed Central 2009-12-15 /pmc/articles/PMC2803161/ /pubmed/20003493 http://dx.doi.org/10.1186/1472-6920-9-73 Text en Copyright ©2009 Ünalan et al; licensee BioMed Central Ltd. http://creativecommons.org/licenses/by/2.0 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
spellingShingle Research article
Ünalan, Pemra C
Uzuner, Arzu
Çifçili, Serap
Akman, Mehmet
Hancıoğlu, Sertaç
Thulesius, Hans O
Using theatre in education in a traditional lecture oriented medical curriculum
title Using theatre in education in a traditional lecture oriented medical curriculum
title_full Using theatre in education in a traditional lecture oriented medical curriculum
title_fullStr Using theatre in education in a traditional lecture oriented medical curriculum
title_full_unstemmed Using theatre in education in a traditional lecture oriented medical curriculum
title_short Using theatre in education in a traditional lecture oriented medical curriculum
title_sort using theatre in education in a traditional lecture oriented medical curriculum
topic Research article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2803161/
https://www.ncbi.nlm.nih.gov/pubmed/20003493
http://dx.doi.org/10.1186/1472-6920-9-73
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