Exploring the Benefits of an Optional Theatre Module on Medical Student Well-Being

Abstract

Background: Medical students struggle with varied stressors and developing adequate coping mechanisms is essential. Purpose: This study examined medical student perceptions of the well-being impact of a theatre-based course. Methods: Eighteen 1st-year medical students at the University of Alberta participated in 3 focus groups following the conclusion of a theatre-based module that was piloted in the first quarter of 2010. A semistructured protocol was used to guide the focus groups, which were audiotaped and transcribed. Along with general feedback, impact on personal development and student well-being were discussed. Thematic aspects of these discussions were qualitatively analyzed. Findings: During the focus groups, medical students identified three aspects of the theatre-based module that contributed to their sense of overall well-being. These included (a) fun/relaxation, (b) enhanced relationships with each other, and (c) personal growth/resilience. Conclusion: Our findings suggest that participating in an optional theatre module can enhance medical student well-being. Our analysis suggests the need to consider novel, humanities-based curriculum offerings in relation to personal development and well- being.

Keywords:

• medical student
• theatre
• well-being

Acknowledgments

This research was completed with grant support that was received from the Canadian Medical Association's Leadership Innovation Fund Award and the Mach-Gaensslen Foundation of Canada. We acknowledge the excellent theatre facilitation of Assistant Professor, Michael Kennard, in the Department of Drama at the University of Alberta. We also extend thanks to the 18 medical students who shared their experience of our initial pilot offering of “Acting Like Doctors.”