Advertisement

Advances in Health Sciences Education

, Volume 17, Issue 2, pp 195–201 | Cite as

Getting the message across: does the use of drama aid education in palliative care?

  • Margaret O’Connor
  • Jo-Anne Abbott
  • Katrina Recoche
Reflections

Abstract

Drama is a promising means of delivering educational messages in palliative care. Research studies have found drama to be an effective means of delivering educational messages in other domains of learning, such as teaching health education to children and adults and engaging the general public in health policy development. This paper discusses the potential of drama for palliative care education and provides an example of the use of a drama to deliver messages about death and dying at a conference on palliative care. The paper suggests a theoretical framework for how future drama productions could be developed to educate the community, health professionals and students about palliative care.

Keywords

Community Drama Education Health professionals Palliative care 

Notes

Acknowledgments

The authors are grateful to playwrights Alan Hopgood and Molly Carlile, for permission to publish information about their play and for their feedback on the paper.

References

  1. Baldwin, A. (2009). Applied theatre: Performing the future. Australasian Psychiatry, 17(Suppl 1), 5133–5136.Google Scholar
  2. Baranowski, T., Mendlein, J., Resnicow, K., Frank, E., Weber Cullen, K., & Baranowski, J. (2000). Physical activity and nutrition in children and youth: An overview of obesity prevention. Preventive Medicine, 31, S1–S10.CrossRefGoogle Scholar
  3. Boreham, C., Robson, P. J., Gallagher, A. M., Cran, G. W., Savage, J. M., & Murray, L. J. (2004). Tracking of physical activity, fitness, body composition and diet from adolescence to young adulthood: The Young Hearts Project, Northern Ireland. International Journal of Behavioral Nutrition and Physical Activity, 1(14). Retrieved June 28, 2005 from http://www.ijbnpa.org/articles/browse.asp.
  4. Case, G. A., & Brauner, D. J. (2010). The doctor as performer: A proposal for change based on performance studies paradigm. Academic Medicine, 85(1), 159–163.CrossRefGoogle Scholar
  5. Cheney, L. C., Kohler, C., & Muilenbug, J. L. (2006). A woman in transition: Can drama deliver a cancer awareness message. Journal of Cancer Education, 21, 129–132.CrossRefGoogle Scholar
  6. Deloney, L. A., & Graham, C. J. (2003). Wit: Using drama to teach first-year medical students about empathy and compassion. Teaching and Learning in Medicine, 15(4), 247–251.CrossRefGoogle Scholar
  7. Elliot, L., Gruer, L., Farrow, K., Henderson, A., & Cowan, L. (1996). Theatre in AIDS education: A controlled study. AIDS Care, 8(3), 321–340.CrossRefGoogle Scholar
  8. Gaskell, I., & Taylor, R. (2002). Getting the message: Measuring audience response to theatre for development. Applied Theatre Researcher, 5(2). Retrieved July 12, 2008 from www.griffith.edu.au/centre/cpci/atr/journal/volume5_article2.htm.
  9. Glanz, K., Rimer, B. K., & Lewis, F. M. (Eds.). (2002). Health behavior and health education: Theory, research and practice (3rd ed.). San Francisco, CA: Josey-Bass.Google Scholar
  10. Gray, R., Sinding, C., Ivonoffski, V., Fitch, M., Hampson, A., & Greenberg, M. (2000). The use of research-based theatre in a project related to metastatic breast cancer. Health Expectations, 3(2), 137–144.CrossRefGoogle Scholar
  11. Hopgood, A. (2008). Four funerals in one day. Retrieved July 12, 2008 from http://www.healthplay.com.au/.
  12. Kaptein, A. A., & Lyons, A. C. (2009). The doctor, the breath and Thomas Bernhard: Using novels in health psychology. Journal of Health Psychology, 14(2), 161–170.CrossRefGoogle Scholar
  13. Kumagai, A. K., White, C. B., Ross, P. T., Purkiss, J. A., O’neil, C. M., & Steige, J. A. (2007). Use of interactive theatre for faculty development in multicultural medical education. Medical Teacher, 29, 335–340.CrossRefGoogle Scholar
  14. Nisker, J., Martin, D. M., Blumh, R., & Daar, A. S. (2006). Theatre as a public engagement tool for health-policy development. Health Policy, 78, 258–271.CrossRefGoogle Scholar
  15. Perry, C. L., Zauner, M., Oakes, J. M., Taylor, G., & Bishop, D. B. (2002). Evaluation of a theater production about eating behavior of children. The Journal of School Health, 72(6), 256–261.CrossRefGoogle Scholar
  16. Rosenbaum, M. E., Ferguson, K. J., & Herwaldt, L. A. (2005). In their own words: Presenting the patient’s perspective using research-based theatre. Medical Education, 39, 622–631.CrossRefGoogle Scholar
  17. Shapiro, J., & Hunt, L. (2003). All the world’s a stage: The use of theatrical performance in medical education. Medical Education, 37, 922–927.CrossRefGoogle Scholar
  18. Wicclair, M. R. (2008). The pedagogical value of House M.D.: Can a fictional unethical physician be used to teach ethics? The American Journal of Bioethics, 8(12), 16–17.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media B.V. 2010

Authors and Affiliations

  • Margaret O’Connor
    • 1
  • Jo-Anne Abbott
    • 2
  • Katrina Recoche
    • 3
  1. 1.Vivian Bullwinkel Chair in Palliative Care Nursing, Palliative Care Research Team, School of Nursing and MidwiferyMonash UniversityFrankstonAustralia
  2. 2.National eTherapy Centre, Faculty of Life and Social SciencesSwinburne University of TechnologyMelbourneAustralia
  3. 3.Palliative Care Research Team, School of Nursing and MidwiferyMonash UniversityFrankstonAustralia

Personalised recommendations