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Perspective: The doctor as performer: a proposal for change based on a performance studies paradigm
Gretchen A Case1, Daniel J Brauner
1Thompson Writing Program, Duke University, Durham, North Carolina 27708-0025, USA. gretchen.case@duke.edu
Summary
Medical education needs enhanced empathy training. Performance studies offer valuable insights into compassionate physician-patient interactions, improving communication beyond rote learning.
Area of Science:
- Medical Education
- Performance Studies
- Empathy Training
Background:
- Current medical curricula lack sufficient methods for cultivating empathy.
- Existing reports on theatrical techniques in medical education offer an incomplete perspective.
- Physician competence can be significantly enhanced through a deeper understanding of performance.
Purpose of the Study:
- To advocate for a comprehensive integration of performance theories and practices in medical education.
- To highlight the role of performance studies in developing physician empathy and compassionate care.
- To propose a more nuanced approach to evaluating and improving physician-patient interactions.
Main Methods:
- Analyzing the application of performance theories and practices in medical training.
- Examining the knowledge gained from standardized patient interactions and acting exercises.
- Leveraging the academic discipline of performance studies as a pedagogical paradigm.
Main Results:
- Performance studies provide a framework for teaching empathetic and compassionate "acting" in clinical settings.
- A nuanced understanding of performance aids in analyzing and improving medical human interactions.
- Developing an empathetic imagination is crucial for physicians to generate unique, situation-specific responses.
Conclusions:
- Medical schools should incorporate diverse performance theories and practices.
- This integration complements existing methods like standardized patient actors.
- Enhanced understanding of performance is key to fostering genuine physician empathy and competence.
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