So we're going to put this into practice in forum theater, learning through experience. My colleague is going to talk to you about how we're going to do that. I just clicked the move. Great. Hey, everybody. Again, my name is Beth Batchelor. So this is going to be a very brief introduction. You'll notice that you got some note cards as you were coming in, and this is the why I keep pushing you to come up closer. Has anybody ever done forum theater before? No? Great. So a little bit of homage to Aaron Kamek, another physician who does this with us, who's not here today, but was really excited about translating this as an educational modality. So forum theater is based on theater of the oppressed. And the idea about this was to take really difficult topics that people lived through, and rather than just discussing them passively, to have you live through them, to have the empathy and the reflection in the moment. Right? You actually act out scenarios, either that you've been through or that are similar to things that you've gone through in the past. And ideally, because it's a giant group engaging in this, it stimulates discussion, and it helps people learn better how to handle these situations moving forward, and also how to process what they may have already been through. So how does forum theater work? Right? So this is the work that you guys are going to do in just a minute, but the people that are participating, and yes, that is you, right, are going to reflect on a situation where you either were the receiver of feedback and didn't do so good a job of taking it, right, or you gave feedback, and the person you gave it to did not receive it in a way that was helpful for either one of you. Right? What I want you to do is sit back and think about that. Again, maybe you told them, and they cried. Maybe you told them, and they told you were wrong. Maybe they didn't incorporate any of it. They didn't hear a word you said. Maybe it became an argument. Whatever it may be, just sit back for a few minutes and think about one of those situations, and then on your note card, write it down. As much detail as possible. How did you feel? What do you wish had gone better? What do you think should have happened? What do you think was going on? We'll give you just a couple of minutes to do that. You don't need to put your name. We are going to read them. Yeah, you don't have to write any names. Just try to kind of remember the scenario or the, yeah, the scenario itself. Write as much as you can, and then we'll collect the cards later. Okay, as you're finishing up, if anybody needs a little more time, that's okay, but we'll move forward and tell you what we're gonna do with those prompts that you just wrote. Okay, so there are basically three main roles when it comes to forum theater, right? And you'll see that we've assigned them a little bit so far. First is the moderator, right? Whose job really is to help things run smoothly. Here is your moderator. His goal is to keep this safe and engaging, right? He's gonna help work through our cases. He's gonna stop when things seem to get too difficult. He's gonna be the person running the show, right? Your point of reference. Then you're gonna have the collaborator, and that's me, and I hate to tell you, but my entire job today is to not be broken and to win, all right? My job as we do this is I'm going to act out the part of a poor recipient of feedback, okay? Again, I'm belligerent, I don't want your help, I don't need your help. Your job is to help get through to me and convince me how to better receive feedback. You're gonna be my coach, and when I say you, I mean all of you. You are the specced actors. So what we're gonna do is we're gonna bring up a case, and you're gonna be a coach for me, and we're gonna talk about one of these difficult situations that you guys have written down, where I was resistant to feedback for whatever reason, and you're gonna walk through with me some of the lessons you learned today, right? Maybe we realized this feedback wasn't pertinent. Maybe we think about my mindset at the time. Maybe we reframe my thinking. It's your job to help me understand how to better apply the skills to be a better recipient of feedback, okay? The way that this is gonna work is one of you is gonna come up as a volunteer. The rest of you are there spectating and watching. You're watching that actor work with me back and forth. When you see them do something and you think, oh, I could have done that better, excellent, because in a second, when we get to a stopping point, according to our moderator, somebody else is gonna come up and try the same tack, okay? Any questions about that or any thoughts to clarify? No. All right, then the way that we're gonna do this is Dr. Empiri and I are gonna model the first part of the session for you while we're collecting those cards, and as we get to a stopping point, then we'll start to involve you. So again, I know you're really excited now. The closer you sit, the more likely you can come and argue with me about how to take feedback. So here is our example case for you just to get you started. All right, so you are an attending on service, or sorry, you are an assistant program director in an internal medicine residency program, and resident has been on the pulmonary consult service with an attending for the last two weeks. At the end of the rotation, her staff sat her down and said, hey, it's time for feedback, and very genuinely just said, listen, Ruth, I would really like to hear your mindset. It often seems when you're presenting patients that you're really not engaged or you're not interested. I give teaching points, you don't ask a lot of questions, you give the bare bones information, and I don't know what's going through your head, but I'm really worried, as bright as you are, that people are missing out on that because you don't seem engaged, and I'm wondering if we can find a way to help you be more interested or appear more interested on rounds. Ruth looks at you sideways, side long, and goes, you know, I've been getting that feedback since I was in high school. I am who I am, it is who it is. I think I'm doing just fine. So you go to that, or that attending comes to you as the APD and says, hey, I don't know what to do about this. I've never had someone say that to me before. Can you please go talk to Ruth and help me figure out how we get through to her? That case is also listed for you guys for reference. All right, and now Dr. Batchelor and Dr. Imperio are going to model an act in front of you right here. So as you can see, we have two mics right there, and this is where we're going to conduct the rest of our session right there. So that's why we're asking our audience in the back, if you'd like, you can come up front a little bit closer, and then we'll go from there. Welcome, Ruth. Hey. Do you know why you have been called in today? Not really. So one of your attendings was talking to me and said that you recently rotated with them on the service of pulmonary, and that you had some feedback at the end of that. How did that go? Fine, I think. Do you remember anything about what that feedback was, or anything that was suggested to you? I mean, I don't really think there were any suggestions. It's kind of the same thing you hear, like be more excited. I don't really think excitement's a requirement for doctoring. So you said something about, it sounds like you've had feedback like this before. How have you taken feedback like this, and what's been your approach to hearing it? I mean, I don't really know what you do with feedback about who you are, but I'm not gonna fail residency, so I think I'm doing okay. All right, you said that this is who you are. When the staff approached me about it, there was, the concern wasn't so much about changing you, because, like you said, we don't want to change you as a person, but they said that it seemed that you were putting on a, or that people might think things that weren't necessarily true, and I think that might be important. What do you think? I don't understand why I need to change myself if people are lazy. What do you mean by that? I mean, I don't think I come off as, Mike, definitely. I don't think I come off as anything other than myself, so if they think I'm not interested, they should make an effort to talk to me. Okay. All right, so let's stop right here. Let's give them a round of applause. Okay? So now, how could we do this differently? If you were the one in Dr. Imperio's shoes right now, how would you approach this differently? We have a couple mics up there, so we'd like to hear your thoughts. How would you give that coaching feedback differently? We're volunteers. Oh, good, our first volunteer. Okay, let's have you come up front. Up front, here you go. Now, we would like you to actually give the feedback right there. No. Let's give them a round of applause here at the start. Okay.

forum theater

educational tool

feedback reception

role-play

scenario acting