asst. dean, undergraduate education · asst. dean, undergraduate education westbrook college of...
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Asst. Dean, Undergraduate Education
Westbrook College of Health Professions
University of New England
Portland, ME
Scripted, formalized story-telling
Dramatic oral expression
Theater of the mind
Opportunity for individual interpretation
Grounded in education
Elementary and secondary schools
Promote fluency, literacy &
reading comprehension
Use of Scripts
No scenery, no props, no costumes
Reliance on the vocal ability of readers
Minimal exchange between characters,
off stage gaze with audience
Discovery of Self Yielding Connections with
Others
Intra- personal knowing
Inter-personal knowing
Ontological question: “Who am I”?
Epistemological question: “How do I come to know who I am”?
Practice question: “Do I know what I do”?
Latin & Greek for “Perception”
Identification of Meaning within Situation
Subtle, Invisible, Intuitive
Calls forth Personal Creativity, Transformation
Ontological question: “ What is the “art” of this practice”?
Epistemological question: “How do I come to know this “art””?
Practice question: “What does this encounter/ experience mean”?
Significant opportunity for empirical &
ethical knowing
Limited scope & exposure to personal and aesthetic knowing
Optimal functioning predicated on patterns of knowing: Empirical, Ethical, Personal and Aesthetic
Foundations for team communication through experiences in Personal & Aesthetic Knowing
Introductions
Briefing
De-Briefing
2-Way Conversation/ Exchange
Psychological Safety
Institute for Healthcare Improvement, 2009
Personal Clarification
Exploration of Meaning
Opportunity to model elements of InterProfessional communication
Narrative pedagogy (Diekelmann, 1995)
Phenomenological approach
Draws on the lived experiences of participants
Sharing of stories
Readers Theater stimulates personal reflection, role models storytelling,
supports elements of communication
Identify concept, theme you are
attempting to teach
Review play/script materials
Assemble cast
One rehearsal
Frame discussion
questions
Have fun! Be Dramatic! Enjoy each other!
Ignore errors in reading!
Role model all essential
communication elements
during discussion
Carl Toney, PA-C
Assistant Professor, Physician Assistant Program
Reading the role of Mr. Henry Pope
Nancy MacRae, MS, OTR/L, FAOTA
Associate Professor, Occupational Therapy Program
Reading the role of Mrs. Inez Pope
Joseph Wolfberg, MS
Physician Assistant Program
Reading the role of Narrator
Karen Pardue, MS, CNE, ANEF
Reading the role of Hannah Owen
Betsey Gray, MSW
School of Social Work
Reading the role of Ivy Lou
Read in the Spring, 2005 & Spring, 2006 in an interdisciplinary ethics course; College-wide Orientation reading 2007
N=148 completed evaluations
Ordinal scale ratings and qualitative comments
Concern for ethical care
Concern for empathy
Communication &
Learning community
Opportunity for reflection
Innovative teaching strategy
“Several ethical dilemmas were brought
up… informed consent, ethics & hospital policies.”
“How can we help people make choices…how do we know what will be
right or wrong for them?
“HIPAA and confidentiality!”
“Really made me think about the different
points of view. The giver & receiver each has different needs. I had not considered
this before the reading.”
“Hannah’s decision to donate her husband’s organs really affected her quality of life.”
“Really thinking about the whole family
and their various viewpoints.”
“Thinking about how to help people cope
with these very complex issues.”
“We had a chance to watch & hear the psycho-social impact of [medical]
work.”
“The discussion was the best part! We all participated as a group!”
“Hearing the different points of view was great. Made me think…made me feel.”
“We had so many people who wanted to speak & share their story or opinion.”
“[This] is a great way to increase
participation b/t all of us in discussion.”
“We were all really engaged as one.”
“It was valuable being able to watch [the play] & listen to the decisions being made & then be able to process those
decisions out as a group.”
“We all listened to one another, and
everyone shared their ideas”
“There was so much to think about… as there is not just one way to look at this. It was good for me to hear what others were
thinking”
“Some of the issues in this story made me think about experiences that I have had in the past.”
“I was left thinking: What would I do in this situation?”
“Now I would know to really focus on both families in the situation. I hadn’t thought of that before.”
“This was really outside-the-box! Got us to think.”
“This was much more interesting than a traditional lecture.”
“This is a very unique and engaging way to present information. Much food for thought!”
Aesthetic Learning Opportunity
Supports identification of Meaning of Experiences in Health & Illness
Encourages personal creativity, transformation
Personal Knowing Learning Opportunity
IPE communication elements: Introduction, Briefing, De-Briefing, 2-way conversation & Psychological Safety
Classroom Application
Clinical Setting Application
Community Application