Frailty, Falls and Osteoporosis: Learning in Elderly Patients Using a Theatrical Performance in the Classroom

Area of Science:

• Medical Education
• Clinical Skills Training
• Patient Safety

Background:

• Traditional medical education often relies on passive learning methods.
• Effective management of falls and related injuries requires practical and engaging training.
• Innovative teaching tools are needed to enhance student comprehension and retention.

Purpose of the Study:

• To evaluate the effectiveness of simulated clinical scenes using actors (theatrical performance) as a teaching tool.
• To compare learning outcomes between students exposed to simulated scenes and those receiving traditional instruction.
• To assess student perceptions of simulated clinical scenes in medical education.

Main Methods:

• An experimental design with two groups: a scene group (n=12) and a non-scene group (n=34).
• Both groups received a seminar on managing falls and related injuries.
• Knowledge and subjective learning were assessed via questionnaires before and after the seminar.

Main Results:

• Both groups showed significant improvement in questionnaire scores post-seminar (p=0.001).
• The scene group demonstrated a greater increase in theoretical knowledge (p=0.033) and overall questionnaire scores (p=0.060) compared to the non-scene group.
• The scene group reported highly positive opinions on the usefulness of the theatrical performance and the seminar.

Conclusions:

• Theatrical performance in the classroom appears to enhance learning compared to traditional oral presentations.
• Simulated clinical scenes offer qualitative value by introducing creativity and varied approaches to medical teaching.
• This method shows promise for improving the education of medical students in managing clinical scenarios like falls.