The role of “improv” in health professional learning: A scoping review

Abstract

Background: The use of improvizational theater (“improv”) in health professional education (“medical improv”) is an emerging field. However, optimal curricular design features and learning outcomes have not yet been systematically described. Objective: To synthesize evidence on learning outcomes and curricular design elements of improvizational theater training in health professions education. Methods: A literature search with keywords “Improv” and “Improvisational Theatre” was undertaken in January 2016 in Ovid MEDLINE, CINHAL, EMBASE, SCOPUS, Web of Science, and ERIC, with an accompanying gray literature search. Four authors coded and achieved consensus on themes relating to curricular design elements and learning outcomes, which were mapped onto the CanMEDS framework. Results: Seven articles met inclusion criteria. Key curricular design features included (i) facilitators with dual clinical and theater expertise; (ii) creating a low-stakes environment; and (iii) engaging in debrief to highlight clinical relevance. Improv curricula were found to impact most CanMEDS roles, including: Medical Expert (comfort with uncertainty); Leader (team management); Scholar (feedback, self-reflection); Communicator (empathy, active listening, non-verbal communication); Collaborator (culture of trust); and Professional (resiliency and confidence). Mechanisms by which improv may promote acquisition of these professional competencies, and the utility of improv in areas such as interprofessional team development, leadership, and wellness and resiliency are discussed. © 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.

Keywords

Author Keywords

Not provided

Index Keywords

learning human procedures psychology Humans Systematic Review Article Vocational education curriculum education leadership health practitioner Web of Science health care personnel Health Personnel empathy health student human experiment health personnel attitude Attitude of Health Personnel art Students, Health Occupations patient simulation Embase Medline Education, Professional Uncertainty trust consensus Scopus comfort professional-patient relationship medical expert nonverbal communication Professional-Patient Relations

Author Affiliations

Department of Psychiatry, University of Toronto, Toronto, ON, Canada

St. Michael's Hospital, Toronto, Toronto, ON, Canada, University of Toronto Faculty of Medicine, Toronto, ON, Canada, Dalla Lana School of Public Health, University of Toronto, Toronto, ON, Canada

University of Toronto Faculty of Medicine, Toronto, ON, Canada, Office of Assessments and Evaluations, University of Toronto, Toronto, ON, Canada

University of Toronto Faculty of Medicine, Toronto, ON, Canada

University of Toronto Faculty of Medicine, Toronto, ON, Canada, Dalla Lana School of Public Health, University of Toronto, Toronto, ON, Canada, Sunnybrook Health Sciences Centre, Toronto, ON, Canada

Funding & Acknowledgements

No funding information

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The role of “improv” in health professional learning: A scoping review

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