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Using Jazz as a Metaphor to Teach Improvisational Communication Skills

Metaphor helps humans understand complex concepts by “mapping” them onto accessible concepts. The purpose of this study was to investigate the effects of using jazz as a metaphor to teach senior medical students improvisational communication skills, and to understand student learning experiences. Th...

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Autores principales: Haidet, Paul, Jarecke, Jodi, Yang, Chengwu, Teal, Cayla R., Street, Richard L., Stuckey, Heather
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2017
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5618169/
https://www.ncbi.nlm.nih.gov/pubmed/28777345
http://dx.doi.org/10.3390/healthcare5030041
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author Haidet, Paul
Jarecke, Jodi
Yang, Chengwu
Teal, Cayla R.
Street, Richard L.
Stuckey, Heather
author_facet Haidet, Paul
Jarecke, Jodi
Yang, Chengwu
Teal, Cayla R.
Street, Richard L.
Stuckey, Heather
author_sort Haidet, Paul
collection PubMed
description Metaphor helps humans understand complex concepts by “mapping” them onto accessible concepts. The purpose of this study was to investigate the effects of using jazz as a metaphor to teach senior medical students improvisational communication skills, and to understand student learning experiences. The authors designed a month-long course that used jazz to teach improvisational communication. A sample of fourth-year medical students (N = 30) completed the course between 2011 and 2014. Evaluation consisted of quantitative and qualitative data collected pre- and post-course, with comparison to a concurrent control group on some measures. Measures included: (a) Student self-reports of knowledge and ability performing communicative tasks; (b) blinded standardized patient assessment of students’ adaptability and quality of listening; and (c) qualitative course evaluation data and open-ended interviews with course students. Compared to control students, course students demonstrated statistically significant and educationally meaningful gains in adaptability and listening behaviors. Students’ course experiences suggested that the jazz components led to high engagement and creativity, and provided a model to guide application of improvisational concepts to their own communication behaviors. Metaphor proved to be a powerful tool in this study, partly through enabling increased reflection and decreased resistance to behaviors that, on the surface, tended to run counter to generally accepted norms. The use of jazz as a metaphor to teach improvisational communication warrants further refinement and investigation.
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spelling pubmed-56181692017-09-29 Using Jazz as a Metaphor to Teach Improvisational Communication Skills Haidet, Paul Jarecke, Jodi Yang, Chengwu Teal, Cayla R. Street, Richard L. Stuckey, Heather Healthcare (Basel) Article Metaphor helps humans understand complex concepts by “mapping” them onto accessible concepts. The purpose of this study was to investigate the effects of using jazz as a metaphor to teach senior medical students improvisational communication skills, and to understand student learning experiences. The authors designed a month-long course that used jazz to teach improvisational communication. A sample of fourth-year medical students (N = 30) completed the course between 2011 and 2014. Evaluation consisted of quantitative and qualitative data collected pre- and post-course, with comparison to a concurrent control group on some measures. Measures included: (a) Student self-reports of knowledge and ability performing communicative tasks; (b) blinded standardized patient assessment of students’ adaptability and quality of listening; and (c) qualitative course evaluation data and open-ended interviews with course students. Compared to control students, course students demonstrated statistically significant and educationally meaningful gains in adaptability and listening behaviors. Students’ course experiences suggested that the jazz components led to high engagement and creativity, and provided a model to guide application of improvisational concepts to their own communication behaviors. Metaphor proved to be a powerful tool in this study, partly through enabling increased reflection and decreased resistance to behaviors that, on the surface, tended to run counter to generally accepted norms. The use of jazz as a metaphor to teach improvisational communication warrants further refinement and investigation. MDPI 2017-08-04 /pmc/articles/PMC5618169/ /pubmed/28777345 http://dx.doi.org/10.3390/healthcare5030041 Text en © 2017 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Haidet, Paul
Jarecke, Jodi
Yang, Chengwu
Teal, Cayla R.
Street, Richard L.
Stuckey, Heather
Using Jazz as a Metaphor to Teach Improvisational Communication Skills
title Using Jazz as a Metaphor to Teach Improvisational Communication Skills
title_full Using Jazz as a Metaphor to Teach Improvisational Communication Skills
title_fullStr Using Jazz as a Metaphor to Teach Improvisational Communication Skills
title_full_unstemmed Using Jazz as a Metaphor to Teach Improvisational Communication Skills
title_short Using Jazz as a Metaphor to Teach Improvisational Communication Skills
title_sort using jazz as a metaphor to teach improvisational communication skills
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5618169/
https://www.ncbi.nlm.nih.gov/pubmed/28777345
http://dx.doi.org/10.3390/healthcare5030041
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