A cross-disciplinary approach to learning medical physiology and behavioural skills involving drama students performing as simulated patients

Early year’s physiology education in medical curricula provides unique challenges. As well as inculcating concepts that are seen as difficult, modern curricula require that students learn in context in Case Based Learning courses. Additionally, regulating bodies stress that the soft skills of compassion, communication and empathy are embedded throughout curricula. This has driven work in our organisation involving drama and final year medicine students during which they collaborate in realistic simulations of doctor/patient interactions. We adapted this transdisciplinary approach to second year physiology tutorials. This emphasised the holistic importance of physiology to patient care, while also embedding “human factors” skills from the very earliest stages of the curriculum.

After preparing by attending acting classes based on aspects of Konstantin Stanislavski’s “System” the authors supervised tutorials in which drama students participated in a “physiology of hypofertility” session for second year medical students, playing a 34-year-old woman with premature menopause (or their partner). Opinion (from all students) was evaluated by Likert questionnaires (which included open questions). A focus group of drama students was also interviewed, and the conversation recorded for thematic analysis.

Positive Likert scores were recorded for the authenticity of the tutorials, skills development, fostering empathy and motivating students to improve. All participants evaluated the tutorial as highly enjoyable. These scores are reflected in positive open commentary on the questionnaires and in the focus group interviews. The results suggest that even basic science tutorials give opportunities for interdisciplinary study and enhancement of behavioural skills while gaining enthusiastic student acceptance.