Enhancing medical improvisation training: a mixed-methods approach to curriculum modification
Abstract Introduction Medical improvisation (improv) is gaining recognition as an effective method for enhancing communication skills among healthcare professionals. Successful implementation of medical improv training relies on dynamic refinement of curricula. In this project, we articulate a theor...
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| Language: | English |
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BMC
2025-07-01
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| Series: | BMC Medical Education |
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| Online Access: | https://doi.org/10.1186/s12909-025-07119-5 |
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| author | Xia Zheng Clare Whitney Heidi Preis Elizabeth Bojsza Susmita Pati |
| author_facet | Xia Zheng Clare Whitney Heidi Preis Elizabeth Bojsza Susmita Pati |
| author_sort | Xia Zheng |
| collection | DOAJ |
| description | Abstract Introduction Medical improvisation (improv) is gaining recognition as an effective method for enhancing communication skills among healthcare professionals. Successful implementation of medical improv training relies on dynamic refinement of curricula. In this project, we articulate a theoretically grounded framework for modifying a medical improv program that puts the focus on the crucial yet often overlooked process of curriculum refinement in this growing field. Methods We used the Collaborative Improvement Model [1] as a guiding framework for the curriculum revision. Our analytic approach involved a sub-analysis of quantitative and qualitative data collected as a part of the Alda Healthcare Experience (AHE) mixed-methods process evaluation including surveys, in-depth interviews, and observations. Quantitative and qualitative data were collected from key stakeholders of the AHE program including clinical co-facilitators, improv co-facilitators, and participants. Our analysis was guided by interpretive descriptive design, drawing on inductive and deductive approaches as well as quantitative and qualitative mixed-methods triangulation. Results Inductive analysis of co-facilitator interviews revealed four dimensions for interpreting the identified areas of revision: desirability (of the revision), feasibility (of the revision), triangulation (whether different sources of data are divergent or corroborated), and evaluability (whether the revision would confound the program evaluation). We illustrate how this framework is implemented through specific examples from our curriculum revision. Conclusion Our manuscript articulates a theoretically grounded framework for revising medical improv curriculum. This structured yet adaptable framework could be useful for curricular modification in other medical improv and experiential learning curricula. |
| format | Article |
| id | doaj-art-9771230eea6b4f9f9a3403b50f3d188c |
| institution | Kabale University |
| issn | 1472-6920 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj-art-9771230eea6b4f9f9a3403b50f3d188c2025-08-20T03:45:30ZengBMCBMC Medical Education1472-69202025-07-012511810.1186/s12909-025-07119-5Enhancing medical improvisation training: a mixed-methods approach to curriculum modificationXia Zheng0Clare Whitney1Heidi Preis2Elizabeth Bojsza3Susmita Pati4School of Communication and Journalism, Stony Brook UniversitySchool of Nursing, Stony Brook UniversityDepartment of Obstetrics, Gynecology, and Reproductive Medicine, Renaissance School of Medicine, Stony Brook UniversitySchool of Communication and Journalism, Stony Brook UniversitySchool of Communication and Journalism, Stony Brook UniversityAbstract Introduction Medical improvisation (improv) is gaining recognition as an effective method for enhancing communication skills among healthcare professionals. Successful implementation of medical improv training relies on dynamic refinement of curricula. In this project, we articulate a theoretically grounded framework for modifying a medical improv program that puts the focus on the crucial yet often overlooked process of curriculum refinement in this growing field. Methods We used the Collaborative Improvement Model [1] as a guiding framework for the curriculum revision. Our analytic approach involved a sub-analysis of quantitative and qualitative data collected as a part of the Alda Healthcare Experience (AHE) mixed-methods process evaluation including surveys, in-depth interviews, and observations. Quantitative and qualitative data were collected from key stakeholders of the AHE program including clinical co-facilitators, improv co-facilitators, and participants. Our analysis was guided by interpretive descriptive design, drawing on inductive and deductive approaches as well as quantitative and qualitative mixed-methods triangulation. Results Inductive analysis of co-facilitator interviews revealed four dimensions for interpreting the identified areas of revision: desirability (of the revision), feasibility (of the revision), triangulation (whether different sources of data are divergent or corroborated), and evaluability (whether the revision would confound the program evaluation). We illustrate how this framework is implemented through specific examples from our curriculum revision. Conclusion Our manuscript articulates a theoretically grounded framework for revising medical improv curriculum. This structured yet adaptable framework could be useful for curricular modification in other medical improv and experiential learning curricula.https://doi.org/10.1186/s12909-025-07119-5Medical improvisationCurriculum revisionMixed-methodsImprov trainingCommunication skills |
| spellingShingle | Xia Zheng Clare Whitney Heidi Preis Elizabeth Bojsza Susmita Pati Enhancing medical improvisation training: a mixed-methods approach to curriculum modification BMC Medical Education Medical improvisation Curriculum revision Mixed-methods Improv training Communication skills |
| title | Enhancing medical improvisation training: a mixed-methods approach to curriculum modification |
| title_full | Enhancing medical improvisation training: a mixed-methods approach to curriculum modification |
| title_fullStr | Enhancing medical improvisation training: a mixed-methods approach to curriculum modification |
| title_full_unstemmed | Enhancing medical improvisation training: a mixed-methods approach to curriculum modification |
| title_short | Enhancing medical improvisation training: a mixed-methods approach to curriculum modification |
| title_sort | enhancing medical improvisation training a mixed methods approach to curriculum modification |
| topic | Medical improvisation Curriculum revision Mixed-methods Improv training Communication skills |
| url | https://doi.org/10.1186/s12909-025-07119-5 |
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