Enhancing Doctors and Healthcare Professionals Patient-care Role through Actor-training: Workshop Participants’ Responses

Workshops for 'Applying Techniques from Actor-training to Performativity of Doctors and Healthcare Practitioners' were held in 2013 and 2014 within Yong Loo Lin School of Medicine, National University of Singapore. We conclude from participants’ responses that the workshops were well received and that there were revelations in understanding and potential changes in approach to “acting in the role” of a doctor, nurse and other healthcare worker. Participants understood that acting is not about hiding but about playing one’s role more effectively. Actors are superbly trained in the nuances of observation, body awareness, and in relating effectively to others. This goes beyond mere role-playing and communication training to encompass an embodied understanding that may enable trainees to be more creative and genuine within themselves, and more effective with patients and other staff

Improving a newly adapted teaching and learning approach: Collaborative Learning Cases using an action research

Purpose Although medical curricula are now better structured for integration of biomedical sciences and clinical training, most teaching and learning activities still follow the older teacher-centric discipline-specific formats. A newer pedagogical approach, known as Collaborative Learning Cases (CLCs), was adopted in the medical school to facilitate integration and collaborative learning. Before incorporating CLCs into the curriculum of year 1 students, two pilot runs using the action research method was carried out to improve the design of CLCs. Methods We employed the four-phase Kemmis and McTaggart‘s action research spiral in two cycles to improve the design of CLCs. A class of 300 first-year medical students (for both cycles), 11 tutors (first cycle), and 16 tutors (second cycle) were involved in this research. Data was collected using the 5-points Likert scale survey, open-ended questionnaire, and observation. Results From the data collected, we learned that more effort was required to train the tutors to understand the principles of CLCs and their role in the CLCs sessions. Although action research enables the faculty to improve the design of CLCs, finding the right technology tools to support collaboration and enhance learning during the CLCs remains a challenge. Conclusion The two cycles of action research was effective in helping us design a better learning environment during the CLCs by clarifying tutors’ roles, improving group and time management, and meaningful use of technology

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