Abstract | November 17, 2023

“Teamwork Triumphs: Enhancing Problem-Solving and Communication Skills Through Improvisation Theater Games”

Renato Ferrandiz Espadin, MD, Internal Medicine Resident PGY2, North Alabama Medical Center, Florence, AL

Learning Objectives

  1. Aim for a better adaptation and improved of support group system in upcoming residents and residents already established at the program by doing improv game that aim for stress relief, self- esteem building and group bonding actively working on mental health and wellness.
  2. To promote effective intra- and inter-professional relationships and team functioning; this will improve health care outcomes by generating open communication, more participation and more involvement of residents with other health care workers.
  3. Build confidence and trust, be able to explain complex concepts with simple terms and with creativity when talking with patients and when under stressful situations that require precision.
  4. Promote positive attitudes like empathy, active listening, teamwork, engagement, and a willingness to appreciate other viewpoints.
  5. Promote a mentality of problem solving and stimulation of critical thinking in a creative way.

Improvisational theater is a form of artistic performance that is based on acceptance and storytelling where all action and stories done by the performers are created from zero and in a reciprocal and collaborative manner. Participants learn skills to facilitate spontaneous storytelling through many exercises that promote acceptance, teamwork and communication. “Improv” was originally developed as an educational method for students of arts and, as years passed, it was highlighted improv’s broad applicability for other scenarios outside the theater as it provided tools, practices, skills and mindsets that resulted in personal development, team building, creativity, innovation, and/or meaning.

Transitioning to this healthcare system is certainly challenging, and us, IMGs, decided to come to the US to do our medical residency because working here represents an opening to go beyond the limitations of our home countries and access high-quality training graduate medical education. Because of that, finding ways to improve and smooth this transition are necessary and wellness becomes a vital element during this first years of practice. In the case of improv, there is one reported study done on pediatric residents that proved to be successful but focused more on communication skills. It has never been applied for IMG that have transition to this system or measured in residency programs with an emphasis on wellness for IMGs. This project is innovative and represents a unique opportunity, as medical improv can help residents to avoid isolation and strengthen essential clinical “micro-skills”—such as attending to non-verbal cues, building trust and cultivating reciprocity—and provides a platform for practice toward mastery and competence. This process encourages the acceptance of playing games that aim to improve our soft skills, acceptance of our peers as valuable individuals who actively want to connect with us and optimize our teamwork in our facility.

We will use the improv short form format. My aim is to perform exercises/games that are short and effective. We will do a workshop of 5 sessions of 45 mins each or 3 sessions divided into 2 of 90 and 1 of 45 mins. After every session, we will reflect on the goals that were pursued during those activities.

References and Resources

  1. Gao, L., Peranson, J., Nyhof-Young, J., Kapoor, E., & Rezmovitz, J. (2019). The role of “improv” in health professional learning: A scoping review. Medical Teacher, 41(5), 561–568. https://doi.org/10.1080/0142159X.2018.1505033
  2. Fekete J. D., Kanizsai P. L., Pótó Z., Molnár G., Xantus G., & Eklicsné Lepenye K. (2023). The potential role of improvisation training to optimize communication in emergency care. Orvosi hetilap, 164(19), 739–746. https://doi.org/10.1556/650.2023.32756
  3. Murillo Zepeda, C., Alcalá Aguirre, F. O., Luna Landa, E. M., Reyes Güereque, E. N., Rodríguez García, G. P., & Diaz Montoya, L. S. (2022). Challenges for international medical graduates in the US graduate medical education and health care system environment: A narrative review. Cureus, 14(7), e27351. https://doi.org/10.7759/cureus.27351
  4. Hoffmann-Longtin, K., Organ, J. M., Helphinstine, J. V., Reinoso, D. R., Morgan, Z. S., & Weinstein, E. (2018). Teaching advocacy communication to pediatric residents: the efficacy of applied improvisational theater (AIT) as an instructional tool. Communication Education, 67(4), 438–459. https://scholarworks.iupui.edu/handle/1805/19228
  5. Phelps, M., White, C., Xiang, L., & Swanson, H. I. (2021). Improvisation as a teaching tool for improving oral communication skills in premedical and pre-biomedical graduate students. Journal of Medical Education and Curricular Development, 8, 23821205211006412. https://doi.org/10.1177/23821205211006411
  6. Fessell, D., McKean, E., Wagenschutz, H., Cole, M., Santen, S. A., Cermak, R., Zurales, K., Kukora, S., Lantz-Gefroh, V., Kaplan-Liss, E., & Alda, A. (2020). Medical improvisation training for all medical students: 3-year experience. Medical Science Educator, 30(1), 87–90. https://doi.org/10.1007/s40670-019-00885-0
  7. Bart, R., Ishak, W. W., Ganjian, S., Jaffer, K. Y., Abdelmesseh, M., Hanna, S., Gohar, Y., Azar, G., Vanle, B., Dang, J., & Danovitch, I. (2018). The assessment and measurement of wellness in the clinical medical setting: A systematic review. Innovations in Clinical Neuroscience, 15(9–10), 14–23. https://psycnet.apa.org/fulltext/2018-62496-003.pdf
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