Theater based Learning - TBL

A unique and innovative methodology to learn and understand educational material

Medical Theater

Medical Theatre is the use of TBL for medical and healthcare topics.

As the popularity of the concept of medical theatre grew around St. John’s Medical College and Hospital, it was brought to the notice of their Medical Education Cell. It was discussed with regards to incorporation of this methodology into the current curriculum. A debate on whether this type of theatrical process would be possible to execute in a one hour session without compromising on the amount of content. Leading from this the Department of Anatomy put their first step forwards in experimenting a session with this methodology.

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A one hour session was created for all the nerves from the brachial plexus by using stories in one half of the session and asking the students to make stories on the remaining nerves along with tableau formations for some nerves. The session concluded in time with all the theatrical methodologies applied, with a phenomenal positive response from the students along with the display of the standard content in the form of a power point presentation, all in one hour. This has proved the application of this methodology to be effective in a one hour session within the existing curriculum.

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 Objectives –

1. To introduce an innovative methodology by which a specific topic can be learnt, taught and understood in a one hour session within the normal curriculum.

Body –  The concept of medical theatre explores participation rather than watching or listening to a particular session. It was therefore challenging to identify how a  specific session can be conducted using medical theatre. The structure employed was narration of created stories on specific topics followed by their respective power point presentations. This was followed by students being asked to create stories on the spot along with creating tableaus on topics that have not yet been covered.

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A one hour session was therefore created for all the nerves from the brachial plexus by using stories in one half of the session and asking the students to make stories on the remaining nerves along with tableau formations for some nerves. The session concluded in time with all the theatrical methodologies applied, with a phenomenal positive response from the students along with the display of the standard content in the form of a power point presentation, all in one hour. This has proved the application of this methodology to be effective in a one hour session within the existing curriculum.

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Conclusion- At the end of this session it can be concluded that this methodology can be as effective and informative even though implemented in a short duration. However the preparation and process for creating the content and structure takes significant effort prior to the session. This event also emphasises the importance of creating the structure based on the audience and content concluding that the participants who are going to experience the event, are the main deciding factors for the format and outcome of the event.

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