After the Crash: Research-Based Theater for Knowledge Transfer

Autor/inn/en	Colantonio, Angela; Kontos, Pia C.; Gilbert, Julie E.; Rossiter, Kate; Gray, Julia; Keightley, Michelle L.
Titel	After the Crash: Research-Based Theater for Knowledge Transfer
Quelle	In: Journal of Continuing Education in the Health Professions, 28 (2008) 3, S.180-185 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0894-1912
DOI	10.1002/chp.177
Schlagwörter	Continuing Education; Medical Education; Focus Groups; Head Injuries; Drama; Health Services; Caregivers; Likert Scales; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Weiterbildung; Medizinische Ausbildung; Kopfverletzung; Schauspiel; Health service; Gesundheitsdienst; Gesundheitswesen; Caregiver; Carer; Betreuungsperson; Pfleger; Likert-Skala; Ausland; Kanada
Abstract	Introduction: The aim of this project was to develop and evaluate a research-based dramatic production for the purpose of transferring knowledge about traumatic brain injury (TBI) to health care professionals, managers, and decision makers. Methods: Using results drawn from six focus group discussions with key stakeholders (consumers, informal caregivers, and health care practitioners experienced in the field of TBI) and relevant scientific literature, a 50-minute play was produced for the purpose of conveying the experiences of TBI survivors, informal care providers, and health practitioners and best practice for TBI care. A self-administered postperformance survey was distributed to audience members at the end of four performances in Ontario, Canada, to evaluate the play's efficacy. Two hundred ninety-one questionnaires were completed. The questionnaire had five questions scored on a 5-item Likert scale with space for open-ended comments. Results: Consistently high mean scores from the questionnaires indicate that theater is a highly efficacious and engaging method of knowledge transfer, particularly for complex material that deals with human emotion and interpersonal relationships. Discussion: Responses supported the effectiveness of drama as a knowledge translation strategy and identified its potential to impact practice positively. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10