Department of counseling and Human Development, Faculty of Education, University of Haifa, Haifa, Israel; Research-based Theatre Collaborative, The University of British Columbia, Vancouver, Canada; Occupational Science and Occupational Therapy department, Faculty of Medicine, The University of British Columbia, Vancouver, Canada.
Research-based Theatre Collaborative, The University of British Columbia, Vancouver, Canada; Department of Language and Literacy Education, Faculty of Education, The University of British Columbia, Vancouver, Canada.
Nurse Educ Pract. 2024 Aug;79:104085. doi: 10.1016/j.nepr.2024.104085. Epub 2024 Jul 28.
This study explores and compares the impact of in-person and online versions of a Research-based Theatre production named "Alone in the Ring," aimed at increasing knowledge and fostering positive attitudes towards persons with disabilities in healthcare professions. The study examines changes in attitudes towards disabled persons in healthcare professions, levels of engagement in the play and knowledge about the experiences and challenges of disabled individuals in healthcare professions. It also investigates possible actions to increase inclusion for disabled persons in healthcare education and practice.
Disabled students face numerous barriers in healthcare education and practice, many of which are rooted in stigma and negative attitudes. Research-based Theatre promotes experiential learning to address these attitudes and stereotypes. The performance "Alone in the Ring" is based on a comprehensive study of the experiences of disabled students and clinicians in health professions, aiming to promote inclusion for students with disabilities in these fields.
This study uses a pre-test and post-test design with two comparison groups.
The study employed an explanatory sequential mixed method design to explore the impact of online versus in-person Research-based Theatre teaching in healthcare education. Participants were graduate health students (N = 198); 100 watched the in-person version and 98 watched the online version. Surveys were administered before and after the performance. Participants were also invited to share their experiences in semi-structured interviews and their responses were analyzed using thematic analysis.
Results indicated that students generally felt more comfortable with disabled persons in healthcare professions in the post-survey compared to the pre-survey, with online participants reporting greater comfort and higher engagement than those in-person. Knowledge of disabled persons' experiences and challenges, as well as possible actions to increase belonging and inclusion, improved significantly for both groups from pre- to post-performance, with online participants showing a greater change. Qualitative data revealed that online theatre was perceived as authentic and beneficial for accessibility, engagement and emotional impact on students, though challenges included potential distractions and technological issues. Positive correlations were found between changes in knowledge, positive attitude and engagement, suggesting that increased engagement and a shift in attitudes can promote knowledge and awareness of the inclusion of disabled persons in healthcare professions.
These results support the use of online theatre-based academic teaching that experientially engages students, increases empathy and can promote more inclusive healthcare educational settings for disabled persons.
本研究旨在探讨和比较现场版和在线版的研究型戏剧作品《独臂擎天》对增加医学生职业领域中对残疾人士的了解和培养积极态度的影响。本研究考察了医学生职业领域中对残疾人士态度的变化、对戏剧的参与度以及对残疾人士在医学生职业领域中经历和挑战的了解。它还调查了为增加残疾人士在医学生教育和实践中的包容性可以采取的行动。
残疾学生在医学生教育和实践中面临着众多障碍，其中许多障碍源于污名化和负面态度。研究型戏剧通过体验式学习来解决这些态度和刻板印象。舞台剧《独臂擎天》是基于对残疾学生和临床医生在健康职业中的经历的全面研究，旨在促进残疾学生在这些领域的包容性。
本研究采用前后测设计，设有两个对照组。
本研究采用解释性顺序混合方法设计，以探讨在线与现场研究型戏剧教学在医学生教育中的影响。参与者为研究生健康专业学生（N=198）；100 名学生观看现场版，98 名学生观看在线版。在表演前后进行问卷调查。还邀请参与者参加半结构化访谈，对他们的回答进行主题分析。
结果表明，与前测相比，学生在后测中普遍对医学生职业中的残疾人士感到更加舒适，在线组的舒适度和参与度均高于现场组。两组参与者在表演前后都显著提高了对残疾人士经历和挑战的了解，以及增加归属感和包容性的可能措施，在线组的变化更大。定性数据显示，在线戏剧被认为是真实的，有利于可访问性、参与度和对学生的情感影响，尽管存在潜在的干扰和技术问题等挑战。知识、积极态度和参与度之间存在正相关关系，表明参与度的增加和态度的转变可以促进对残疾人士在医学生职业领域中包容性的了解和认识。
这些结果支持使用在线戏剧为基础的学术教学，这种教学可以让学生亲身体验，增强同理心，并可以为残疾人士创造更具包容性的医学生教育环境。
