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Zoom Improv is accessible and enhances medical student empathy
Maya F Amjadi1, Jacqueline Kociubuk2, Fauzia Hollnagel1
1Department of Medicine, University of Wisconsin (UW)-Madison, Madison, WI, USA.
Background:
Empathy declines during medical training, despite its importance.
Methodology:
In this randomized controlled trial, we assessed the impact of Zoom improv on medical student empathy using a concurrent mixed-methods approach. Quantitative assessment with three survey tools and qualitative assessment by content analysis of Zoom session field notes were conducted.
Results:
Zoom improv participants had higher empathy scores in perspective-taking and fantasy and lower scores in personal distress compared with the control group. Medical students who participated in Zoom improv exercised emotional expression, active listening, and giving "gifts," which apply to healthcare settings in which affirming team members with empathic concern can advance communication, patient rapport, and teamwork.
Discussion:
This pilot study highlights promising findings for the incorporation of Zoom improv in medical education, including enhanced empathy, self-reflection, and understanding how these skills impact work in healthcare. Future studies may expand on the optimal timing to teach improv. Future studies conducted on virtual platforms may also further investigate our finding that the fantasy domain of empathy increases after Zoom improv sessions, whereas this increase in fantasy was absent from previous in-person studies. Given the increase in telehealth and virtual medical visits, exercising empathy skills through a screen during training may be an important addition to medical curricula.
Insights
Medical students participating in Zoom improv training showed improved empathy, particularly in perspective-taking and fantasy. This online approach may enhance communication and rapport in healthcare settings.
Area of Science:
- Medical Education
- Psychology
- Communication Studies
Background:
- Empathy is crucial for healthcare professionals but often declines during medical training.
- This decline necessitates innovative educational interventions to foster and maintain empathy in medical students.
Purpose of the Study:
- To evaluate the impact of virtual improvisational theater (improv) training via Zoom on medical student empathy.
- To explore the qualitative aspects of how improv skills translate to healthcare communication and teamwork.
Main Methods:
- A randomized controlled trial design was employed.
- Concurrent mixed-methods approach included quantitative surveys and qualitative content analysis of field notes.
- Participants were assessed using three validated empathy survey tools.
Main Results:
- Zoom improv participants demonstrated significantly higher empathy scores in perspective-taking and fantasy domains compared to the control group.
- A reduction in personal distress scores was observed in the improv group.
- Qualitative analysis revealed that participants utilized emotional expression, active listening, and affirming communication.
Conclusions:
- Incorporating Zoom improv into medical education shows promise for enhancing empathy, self-reflection, and understanding of its impact on healthcare practice.
- Virtual platforms offer a viable method for training empathy skills, especially relevant with the rise of telehealth.
- Further research is recommended to determine optimal timing for improv training and explore virtual empathy development further.
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