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      Applied Theatre Facilitates Dialogue about Career Challenges for Scientists†

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          Abstract

          The design of programs in support of a strong, diverse, and inclusive scientific workforce and academe requires numerous difficult conversations about sensitive topics such as the challenges scientists can face in their professional development. Theatre can be an interactive and effective way to foster discussion around such subjects. This article examines the implementation and benefits of such interactive strategies in different contexts, including the benefits of getting early career academics and professionals talking about some of the situations that women and underrepresented minorities face in the workplace, while allowing more seasoned professionals and colleagues to join in the conversation.

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          Use of interactive theater and role play to develop medical students' skills in breaking bad news.

          Creative arts have been increasingly implemented in medical education. This study investigated the use of interactive theater and role play with professional actors in teaching breaking bad news to medical students. The objectives were to explore the contexts, approaches, experiences, and reactions in giving and receiving bad news. Second-year medical students participated in a required educational session that utilized interactive theater which helps students learn about the issues of breaking bad news to a patient with cancer. Following the interactive theater piece, professional actors provided students role play experiences in small groups with breaking bad news. Anonymous evaluation surveys were given out to all second-year medical students at the conclusion of the breaking bad news session. Surveys contained quantitative and qualitative responses. Three years of evaluations were analyzed. A total of 451 (88 %) students completed the evaluations. Comments were thematically analyzed. Ninety-four percent agreed that the theater piece prompted reflection on patient-provider communications, and 89 % agreed that it stimulated discussion on complex issues with breaking bad news. The two most common themes in student comments concerned the importance of realism in the theater piece, and the value of experiencing multiple perspectives. Use of professional actors during the role play exercises enhances the realism and pushed the students out of their own "comfort zones" in ways that may more closely approximate real life clinical situations. Interactive theater can be a potentially powerful tool to teach breaking bad news during medical school.
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            Development of role-play scenarios for teaching responsible conduct of research.

            We describe the development, testing, and formative evaluation of nine role-play scenarios for teaching central topics in the responsible conduct of research to graduate students in science and engineering. In response to formative evaluation surveys, students reported that the role-plays were more engaging and promoted deeper understanding than a lecture or case study covering the same topic. In the future, summative evaluations will test whether students display this deeper understanding and retain the lessons of the role-play experience.
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              The rainbow of desire: The Boal method of theatre and therapy

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                Author and article information

                Journal
                J Microbiol Biol Educ
                J Microbiol Biol Educ
                JMBE
                Journal of Microbiology & Biology Education
                American Society of Microbiology
                1935-7877
                1935-7885
                April 2017
                26 May 2017
                : 18
                : 2
                : 18.2.31
                Affiliations
                [1 ]Minorities Affairs Committee, American Society for Cell Biology, Bethesda, MD 20814
                [2 ]Department of Biology, High Point University, High Point, NC 27268
                [3 ]Department of Biology, California State University, Northridge, Northridge, CA 91330
                [4 ]School of Science and Technology, Georgia Gwinnett College, Lawrenceville, GA 30043
                Author notes
                [* ]Corresponding author. Mailing address: Georgia Gwinnett College, 1000 University Center Lane, C-2235, Lawrenceville, GA 30043. E-mail: Lhammond@ 123456ggc.edu .
                Article
                jmbe-18-31
                10.1128/jmbe.v18i2.1242
                5440171
                2c8d90ec-5263-4426-998b-3407935f7eeb
                ©2017 Author(s). Published by the American Society for Microbiology.

                This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial-NoDerivatives 4.0 International license ( https://creativecommons.org/licenses/by-nc-nd/4.0/ and https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode), which grants the public the nonexclusive right to copy, distribute, or display the published work.

                History
                : 10 September 2016
                : 15 March 2017
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