From stage to practice: Theatre-based learning as a tool to advance equality, diversity, and inclusion in radiography...

Equality, diversity, and inclusion (EDI) are essential in healthcare education, yet traditional didactic methods often lack the emotional engagement needed to promote empathy and behavioural change. Theatre-Based Learning (TBL), using live performance to explore complex themes, offers a promising alternative. Its impact on radiography students, however, is underexplored.

This study, conducted at an Irish university, featured two EDI-focused theatre performances: Hello, My Name Is and Voices Amplified, followed by facilitated discussions. Radiography students and educators completed pre- and post-intervention online surveys assessing EDI attitudes, perceived learning, and motivation to support EDI initiatives. Quantitative data were analysed using descriptive and inferential statistics; qualitative responses were thematically analysed.

Of 155 participants completing the baseline survey; 118 and 45 completed post-intervention surveys for the respective plays. Students reported significantly greater post-intervention gains than educators in EDI understanding (p = 0.002), self-reflection (p = 0.032), and motivation (p < 0.001). Both plays were highly rated for their effectiveness in humanising EDI concepts. Themes included patient-centred care, healthcare professionals' impact on the patient experience, and the imperative to address EDI in practice. Younger students (<25 years) favoured theatre-based learning, and female students valued EDI education more strongly.

Observational theatre-based learning is an effective, emotionally engaging tool for enhancing EDI learning in radiography education. It fosters empathy, reflection, and inclusive attitudes.

Findings support integrating theatre-based learning into healthcare education to strengthen EDI awareness and encourage inclusive practice among future radiographers.