Standup comedy principles and the personal monologue to explore interpersonal bias: experiential learning in a health disparities course

BMC Medical Education

Mona M. Aburmishan¹  Mengqi Zhu²  Marshall H. Chin³ 

[1] Mona Comedy Inc., Chicago, IL, USA;Northeastern Illinois University, Chicago, IL, USA;Section of General Internal Medicine, Department of Medicine, University of Chicago, 5841 South Maryland Avenue, MC2007, 60637, Chicago, IL, USA;Section of General Internal Medicine, Department of Medicine, University of Chicago, 5841 South Maryland Avenue, MC2007, 60637, Chicago, IL, USA;MacLean Center for Clinical Medical Ethics, Chicago, IL, USA;Bucksbaum Institute for Clinical Excellence, University of Chicago, Chicago, IL, USA;

关键词: Equity;    Disparities;    Racism;    Comedy;    Education;   

DOI  :  10.1186/s12909-022-03139-7

来源: Springer

【 摘 要 】

BackgroundInterpersonal biases between clinicians and patients contribute to disparities in health care and outcomes by race, ethnicity, and socioeconomic status. We used standup comedy principles and exercises to help medical students recognize how others perceive them and how they perceive others, and engage in difficult discussions around implicit biases and interpersonal racism.Methods90 min Zoom workshop with 40 first-year medical students in urban medical school. Intervention consisted of three exercises: Naming icebreaker, Rant and Rave (communicate strong perspective clearly), and Personal Monologue about how others perceive you and how you perceive yourself. Discussion debriefed the personal monologue exercise. Likert scale questions on post-session survey evaluated workshop overall, whether workshop increased skills, and safety of learning environment. Open-ended questions included what trainees liked about the module, what could be improved, and what impact the module had on them?ResultsSeventeen (42.5%) students responded to survey. Six respondents identified as white, 4 as Asian, 1 as Black, 1 as multiracial, and 5 did not identify. Seventy-six percent rated the module as “very good” or “excellent”, and 94% would recommend the module to others. Most respondents reported the workshop helped them become better listeners (75%) and more observant (82%). Eighty-three percent reported the training could help them take better care of patients with lived experiences different than their own. All respondents believed the learning environment was safe, and 94% reported that instructors created an atmosphere in which they could take risks. Thirty-six percent felt stressed. Students reported the workshop helped them recognize their own identities, others’ perceptions, and bidirectional biases, and inspired them to strive for more accurate, authentic interactions with patients.ConclusionsStandup comedy principles show promise for engaging students in meaningful, safe discussions about perceptions and interpersonal biases rooted in their own personal experiences and those of their classmates.

【 授权许可】

CC BY