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Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care
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Rethinking the Difficult Patient: Formative Qualitative Study Using Participatory Theater to Improve

Jerik Leung1, Avira Som2, Lily McMorrow3

  • 1Behavioral, Social and Health Education Sciences, Rollins School of Public Health, Emory University, Atlanta, GA, United States.

JMIR Formative Research
|March 6, 2023
PubMed
Summary
This summary is machine-generated.

An arts-based participatory theater approach improved physician communication skills training by enhancing understanding of patient contexts and social determinants of health. This method fosters empathy and shared decision-making for better chronic disease care.

Keywords:
arts-based educationcommunicationconcordancehealth equityinteractivityparticipatory theaterphysician educationphysician-patient communicationrheumatologysocial determinants of health

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Area of Science:

  • Medical Education
  • Health Communication
  • Arts-Based Research

Background:

  • Effective physician-patient communication is vital for chronic disease management.
  • Current physician training often neglects the influence of patients' life contexts on their actions.
  • Arts-based participatory theater offers a health equity framework to address this gap.

Purpose of the Study:

  • To develop, pilot, and evaluate an interactive arts-based communication skills intervention.
  • The intervention targeted graduate medical trainees using a narrative of systemic lupus erythematosus patients.
  • To assess changes in attitudes and capacity related to patient communication.

Main Methods:

  • A participatory, arts-based intervention was developed for rheumatology trainees.
  • Interactive modules were delivered during educational conferences.
  • Formative evaluation used qualitative focus groups to assess implementation and gather feedback.

Main Results:

  • Participatory theater enhanced learning by connecting communication concepts (social determinants, empathy, shared decision-making, concordance).
  • Participants gained insight into both physician and patient perspectives.
  • Suggestions included more active engagement and acknowledging real-world constraints like limited patient time.

Conclusions:

  • Participatory theater effectively frames physician education with a health equity lens.
  • Integrating social and structural contexts is crucial for skill uptake.
  • This approach fosters dynamic interactivity and engagement with communication skills content.