To be seen and heard: Medical students’ experiences on interaction skills in and through drama-based approaches
Mattila, Minna-Maria (2023)
2023
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2023120133443
https://urn.fi/URN:NBN:fi:amk-2023120133443
Tiivistelmä
This qualitative study aims to find out how a small group of medical students experience a workshop with drama-based approaches. The study is focused on analysing medical students’ perceptions and experiences on strengthening interaction skills in and through drama-based approaches in a facilitator-led setting. The study is centred around an embodiment standpoint, through which participants’ descriptions from experiences are being analysed. The research question is: In what ways can drama-based approaches serve in strengthening medical students’ interaction skills?
This is a qualitative study with a phenomenological approach, describing human experiences and perceptions coming up via drama-based exercises in a workshop. The workshop was one-time-workshop (1,5-2 hours) with volunteer medical students. The data was collected using post-workshop questionnaires with open questions and analysed by using thematic analysis.
The analysis show five common themes from the students’ answers: 1) Interaction skills are embodied, 2) Increased awareness of the other person and the sense of belonging, 3) Means to promote wellbeing, 4) Sense of embodied cognition, and 5) Drama-based workshop well-accepted. The findings show that the students are experiencing the contacts with the patients in a different way than earlier before the workshop. The participants aim to use explicit ways how to communicate verbally. Also, they aim to pay attention to wellbeing by consciously calming their minds and presence in interaction situations. The findings indicate that drama-based approaches seem to facilitate students’ understanding of embodiment and transfer of experiences to patient care.
Drama-based workshop was well-accepted by participant students. The findings suggest educational interventions for developing body awareness and mind-body connection via embodied approaches. The findings encourage applying embodied activities for strengthening medical students’ interaction skills.
This is a qualitative study with a phenomenological approach, describing human experiences and perceptions coming up via drama-based exercises in a workshop. The workshop was one-time-workshop (1,5-2 hours) with volunteer medical students. The data was collected using post-workshop questionnaires with open questions and analysed by using thematic analysis.
The analysis show five common themes from the students’ answers: 1) Interaction skills are embodied, 2) Increased awareness of the other person and the sense of belonging, 3) Means to promote wellbeing, 4) Sense of embodied cognition, and 5) Drama-based workshop well-accepted. The findings show that the students are experiencing the contacts with the patients in a different way than earlier before the workshop. The participants aim to use explicit ways how to communicate verbally. Also, they aim to pay attention to wellbeing by consciously calming their minds and presence in interaction situations. The findings indicate that drama-based approaches seem to facilitate students’ understanding of embodiment and transfer of experiences to patient care.
Drama-based workshop was well-accepted by participant students. The findings suggest educational interventions for developing body awareness and mind-body connection via embodied approaches. The findings encourage applying embodied activities for strengthening medical students’ interaction skills.