800
Views
7
CrossRef citations to date
0
Altmetric
Articles

Confessions of a Reluctant Caregiver Palliative Educational Program: Using Readers’ Theater to Teach End-of-Life Communication in Undergraduate Medical Education

, , , &

References

  • AARP & National Alliance for Caregiving. (2015). Executive summary: Caregiving in the U.S. 2015. Retrieved from http://www.caregiving.org/wp-content/uploads/2015/05/2015_CaregivingintheUS_Executive-Summary-June-4_WEB.pdf
  • Adelman, R. D., Tmanova, L. L., & Lachs, M. S. (2014). Caregiver burden: A clinical review. JAMA: the Journal of the American Medical Association, 311, 1052–1059. doi:10.1001/jama.2014.304
  • Arora, S., Ashrafian, H., Davis, R., Athanasiou, T., Darzi, A., & Sevdalis, N. (2010). Emotional intelligence in medicine: A systematic review through the context of the ACGME competencies. Medical Education, 44, 749–764. doi:10.1111/j.1365-2923.2010.03709.x
  • Bal, P. M., & Veltkamp, M. (2013). How does fiction reading influence empathy? An experimental investigation on the role of emotional transportation. PLoS One, 8, e55341. doi:10.1371/journal.pone.0055341
  • Beach, W. A., Buller, M. K., Dozier, D. M., Buller, D. B., & Gutzmer, K. (2014). The Conversations About Cancer (CAC) project: Assessing feasibility and audience impacts from viewing the cancer play. Health Communication, 29, 462–472. doi:10.1080/10410236.2013.767874
  • Beach, W. A., Dozier, D. M., Buller, M. K., Gutzmer, K., Fluharty, L., Myers, V. H., & Buller, D. B. (2016). The Conversations About Cancer (CAC) project—phase II: National findings from viewing when cancer calls…and implications for Entertainment–Education (E–E). Patient Education and Counseling, 99, 393–399. doi:10.1016/j.pec.2015.10.008
  • Borgstrom, E., Morris, R., Wood, D., Cohn, S., & Barclay, S. (2016). Learning to care: Medical students’ reported value and evaluation of palliative care teaching involving meeting patients and reflective writing. BMC Medical Education, 16, 306–314. doi:10.1186/s12909-016-0827-6
  • Busselle, R., & Bilandzic, H. (2008). Fictionality and perceived realism in experiencing stories: A model of narrative comprehension and engagement. Communication Theory, 18, 255–280. doi:10.1111/j.1468-2885.2008.00322.x
  • Carney, P. A., Palmer, R. T., Fuqua Miller, M., Thayer, E. K., Estroff, S. E., Litzelman, D. K., … Satterfield, J. M. (2016). Tools to assess behavioral and social science competencies in medical education. Academic Medicine, 91, 730–742. doi:10.1097/ACM.0000000000001090
  • Charon, R. (2001). Narrative medicine: A model for empathy, reflection, profession, and trust. JAMA: the Journal of the American Medical Association, 286, 1897–1902. doi:10.1001/jama.286.15.1897
  • Chew, B. H., Zain, A. M., & Hassan, F. (2013). Emotional intelligence and academic performance in first and final year medical students: A cross-sectional study. BMC Medical Education, 13, 44–54. doi:10.1186/1472-6920-13-44
  • DeCoste-Lopez, J., Madhok, J., & Harman, S. (2015). Curricular innovations for medical students in palliative and end-of-life care: A systematic review and assessment of study quality. Journal of Palliative Medicine, 18, 338–349. doi:10.1089/jpm.2014.0270
  • Dickinson, G. E. (2011). Thirty-five years of end-of-life issues in US medical schools. American Journal of Hospice and Palliative Medicine, 28, 412–417. doi:10.1177/1049909110397608
  • Goldstein, T. R. (2009). The pleasure of unadulterated sadness: Experiencing sorrow in fiction, nonfiction, and “in person.”. Psychology of Aesthetics, Creativity, and the Arts, 3, 232–237. doi:10.1037/a0015343
  • Gorman, T. E., Ahern, S. P., Wiseman, J., & Skrobik, Y. (2005). Residents’ end-of-life decision making with adult hospitalized patients: A review of the literature. Academic Medicine, 80, 622–633. doi:10.1097/00001888-200507000-00004
  • Granek, L., Krzyzanowska, M. K., Tozer, R., & Mazzotta, P. (2013). Oncologists’ strategies and barriers to effective communication about the end of life. Journal of Oncology Practice, 9, e129–135. doi:10.1200/JOP.2012.000800
  • Green, M. C. (2004). Transportation into narrative worlds: The role of prior knowledge and perceived realism. Discourse Processes, 38, 247–266. doi:10.1207/s15326950dp3802_5
  • Green, M. C., & Brock, T. C. (2000). The role of transportation in the persuasiveness of public narratives. Journal of Personality and Social Psychology, 79, 701–721. doi:10.1037/0022-3514.79.5.701
  • Horowitz, R., Gramling, R., & Quill, T. (2014). Palliative care education in U.S. medical schools. Medical Education, 48, 59–66. doi:10.1111/medu.12292
  • Hudson, P. (2004). Positive aspects and challenges associated with caring for a dying relative at home. International Journal of Palliative Nursing, 10, 58–65. doi:10.12968/ijpn.2004.10.2.12454
  • Jeffrey, E. J., Goddard, J., & Jeffrey, D. (2012). Performance and palliative care: A drama module for medical students. Medical Humanities, 38, 110–114. doi:10.1136/medhum-2012-010203
  • Keen, S. (2006). A theory of narrative empathy. Narrative, 14, 207–236. doi:10.1353/nar.2006.0015
  • Kolb, A. Y., & Kolb, D. A. (2009). Experiential learning theory: A dynamic, holistic approach to management learning, education and development. In S. J. Armstrong & C. V. Fukami (Eds.), The SAGE handbook of management learning, education and development (pp. 42–68). Thousand Oaks, CA: SAGE Publications Inc.
  • Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
  • Koopman, E. M., & Hakemulder, F. (2015). Effects of literature on empathy and self-reflection: A theoretical-empirical framework. Journal of Literary Theory, 9, 79–111. doi:10.1515/jlt-2015-0005
  • Koponen, J., Pyörälä, E., & Isotalus, P. (2012). Comparing three experiential learning methods and their effect on medical students’ attitudes to learning communication skills. Medical Teacher, 34, e198–e207. doi:10.3109/0142159X.2012.642828
  • Lorenz, K. A., Steckart, M. J., & Rosenfeld, K. E. (2004). End-of-life education using the dramatic arts: The wit educational initiative. Academic Medicine, 79, 481–486. doi:10.1097/00001888-200405000-00020
  • Mann, K., Gordon, J., & MacLeod, A. (2009). Reflection and reflective practice in health professions education: A systematic review. Advances in Health Sciences Education, 14, 595–621. doi:10.1007/s10459-007-9090-2
  • McKay, M., & Bright, S. (2005). Dementia care: Learning through drama. Practice Development in Health Care, 4, 18–23. doi:10.1002/pdh.27
  • McNamara, B., & Rosenwax, L. (2010). Which carers of family members at the end of life need more support from health services and why? Social Science & Medicine, 70, 1035–1041. doi:10.1016/j.socscimed.2009.11.029
  • Moyer-Gusé, E. (2008). Toward a theory of entertainment persuasion: Explaining the persuasive effects of entertainment-education messages. Communication Theory, 18, 407–425. doi:10.1111/j.1468-2885.2008.00328.x
  • Oatley, K. (2002). Emotions and the story worlds of fiction. In M. C. Green, J. J. Strange, & T. C. Brock (Eds.), Narrative impact: Social and cognitive foundations (pp. 39–70). New York, NY: Taylor & Francis.
  • Petraglia, J. (2009). The importance of being authentic: Persuasion, narration, and dialogue in health communication and education. Health Communication, 24, 176–185. doi:10.1080/10410230802676771
  • Petty, R. E., & Cacioppo, J. T. (1986). The elaboration likelihood model of persuasion. In Communication and persuasion (pp. 1–24). New York, NY: Springer.
  • Rabow, M. W., Hardie, G. E., Fair, J. M., & McPhee, S. J. (2000). End-of-life care content in 50 textbooks from multiple specialties. JAMA: the Journal of the American Medical Association, 283, 771–778. doi:10.1001/jama.283.6.771
  • Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9, 185–211. doi:10.2190/DUGG-P24E-52WK-6CDG
  • Sandars, J. (2009). The use of reflection in medical education: AMEE Guide No. 44. Medical Teacher, 31, 685–695. doi:10.1080/01421590903050374
  • Satterfield, J., Swenson, S., & Rabow, M. (2009). Emotional intelligence in internal medicine residents: Educational implications for clinical performance and burnout. Annals of Behavioral Science and Medical Education, 14, 65–68.
  • Savitt, T. L. (2010). Medical readers’ theater as a teaching tool. Cambridge Quarterly of Healthcare Ethics, 19, 465–470. doi:10.1017/S0963180110000356
  • Shapiro, J., & Cho, B. (2011). Medical readers’ theater: Relevance to geriatrics medical education. Gerontology & Geriatrics Education, 32, 350–366. doi:10.1080/02701960.2011.619017
  • Shapiro, J., & Hunt, L. (2003). All the world’s a stage: The use of theatrical performance in medical education. Medical Education, 37, 922–927.
  • Singhal, A., & Rogers, E. (1999). Entertainment-education: A communication strategy for social change. Mahwah, N.J: Erlbaum.
  • Sullivan, A. M., Lakoma, M. D., & Block, S. D. (2003). The status of medical education in end-of-life care: A national report. Journal of General Internal Medicine, 18, 685–695. doi:10.1046/j.1525-1497.2003.21215.x
  • Szmuilowicz, E., el-Jawahri, A., Chiappetta, L., Kamdar, M., & Block, S. (2010). Improving residents’ end-of-life communication skills with a short retreat: A randomized controlled trial. Journal of Palliative Medicine, 13, 439–452. doi:10.1089/jpm.2009.0262
  • Tarlow, B. J., Wisniewski, S. R., Belle, S. H., Rubert, M., Ory, M. G., & Gallagher-Thompson, D. (2004). Positive aspects of caregiving. Research on Aging, 26, 429–453. doi:10.1177/0164027504264493
  • Toivonen, A. K., Lindblom-Ylänne, S., Louhiala, P., & Pyörälä, E. (2017). Medical students’ reflections on emotions concerning breaking bad news. Patient Education and Counseling, 100, 1903–1909. doi:10.1016/j.pec.2017.05.036
  • Turton, B. M., Williams, S., Burton, C. R., & Williams, L. (2018). Arts-based palliative care training, education and staff development: A scoping review. Palliative Medicine, 32, 559–570. doi:10.1177/0269216317712189
  • Ury, W. A., Berkman, C. S., Weber, C. M., Pignotti, M. G., & Leipzig, R. M. (2003). Assessing medical students’ training in end-of-life communication: A survey of interns at one urban teaching hospital. Academic Medicine, 78, 530–537. doi:10.1097/00001888-200305000-00019
  • Wittenberg, E., Borneman, T., Koczywas, M., Del Ferraro, C., & Ferrell, B. (2017). Cancer communication and family caregiver quality of life. Behavioral Sciences, 7, 12. doi:10.3390/bs7010012
  • Worth, S. E. (2004). Fictional spaces. The Philosophical Forum, 35, 439–455. doi:10.1111/phil.2004.35.issue-4
  • Yanofsky, S. D., & Nyquist, J. G. (2010). Using the affective domain to enhance teaching of the ACGME competencies in anesthesiology training. The Journal of Education in Perioperative Medicine, 12, E055.
  • Zarit, S. H., Todd, P. A., & Zarit, J. M. (1986). Subjective burden of husbands and wives as caregivers: A longitudinal study. The Gerontologist, 26, 260–266. doi:10.1093/geront/26.3.260

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.