Medical students on the stage: An experimental performative method for the development of relational skills

Figures & data

Table

Practice points

Relational and interpersonal skill development is a neglected area of medical education. We need group teaching methods which enable lived experiences of the therapeutic relationship. The Integrated Performative Action Method makes self-experiences possible through elaborating stories and playing roles, without demanding personal transparency. Students can learn that illness and the therapeutic relationship are interdependent, and integrated in a wider network of personal histories and relationships. The method enables students to identify with different roles, which also contributes to the development of empathy and the prevention of early burnout.

Table 1.  Characteristics of patient

Medical students	Psychology students
33-year-old housewife	33–34 years old secretary
Egocentric	Unstable
Hysterical	Distrustful
Unhappy	Worried
Irritating	Negativistic
Unpleasant	Makes martyr of herself
Diagnosis: non-differentiated gynaecological problem	Diagnosis: gastric ulcer

Table 2.  Characteristics of doctor

Medical students	Psychology students
50-year-old man	45–48 years old woman
Wise	Determined
Formal	Helpful
Calm	Achievement-oriented
Lives only for work	Authoritarian
Disdainful
Tired

Figure 1. Expectations of medical (n = 46) and psychology (n = 24) students before the training measured in four dimensions on a 6-point Likert scale.

Figure 2. Comparison of medical students’ (n = 46) expectations and outcomes in four dimensions on a 6-point Likert scale.