Enhancing medical improvisation training: a mixed-methods approach to curriculum modification

Area of Science:

• Medical Education
• Healthcare Communication
• Curriculum Development

Background:

• Medical improvisation (improv) is recognized for improving healthcare professional communication.
• Effective medical improv training necessitates adaptable curricula.
• Curriculum refinement is a critical but often overlooked aspect of medical improv programs.

Purpose of the Study:

• To articulate a theoretically grounded framework for modifying medical improv programs.
• To focus on the process of curriculum refinement in medical improv.
• To provide a structured approach for enhancing medical improv curricula.

Main Methods:

• Utilized the Collaborative Improvement Model for curriculum revision.
• Conducted a sub-analysis of mixed-methods data (surveys, interviews, observations) from the Alda Healthcare Experience (AHE) program.
• Employed an interpretive descriptive design with inductive/deductive approaches and mixed-methods triangulation.

Main Results:

• Identified four dimensions for revision interpretation: desirability, feasibility, triangulation, and evaluability.
• Demonstrated framework application with specific curriculum revision examples.
• Analysis of co-facilitator interviews revealed key areas for program enhancement.

Conclusions:

• Articulated a theoretically grounded framework for revising medical improv curricula.
• The proposed framework offers a structured yet adaptable approach.
• This framework can be applied to other medical improv and experiential learning curricula.