Evidence map›Paper›PMID 34412576›Full record

ArticleMedical education online2021

The impact of a medical improv curriculum on wellbeing and professional development among pre-clinical medical students.

Nicholas Neel, John-Michael Maury, Karen M Heskett, Alana Iglewicz, Lina Lander

Open access · goldAbstract read
In one paragraph

Article in Medical education online, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
11citing papers in PubMed, 1 pooled it
3.3field-weighted citation impact, top 8% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

11 citing papers in PubMed, 1 synthesis or guideline pooled it, 25 citations in OpenAlex.

  1. Pooled it
  2. Trial
  3. Article
  4. Article
  5. Communicating with Patients with Major Neurocognitive Disorder: An Improv Based Curriculum for Psychiatry Residents.Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry · 2025
    Article
  6. Review
  7. Getting Comfortable Being Uncomfortable: Improvisation as Feedback.Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry · 2024
    Article
  8. Review
  9. Article
  10. Article
  11. Role of Medical Improvs in Facilitating Learning and Acquisition of Skills among Healthcare Professionals.Indian journal of community medicine : official publication of Indian Association of Preventive & Social Medicine
    Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

5 authors at 1 institution in 1 country.

Nicholas NeelDivision of Medical Education, School of Medicine, University of California San Diego, La Jolla, CA, USA.
John-Michael MauryProfessional Development Center, School of Medicine, University of California San Diego, La Jolla, CA, USA.
Karen M HeskettThe Library, University of California San Diego, La Jolla, CA, USA.
Alana IglewiczDepartment of Psychiatry, UC San Diego School of Medicine, La Jolla, USA.
Lina LanderDivision of Medical Education, School of Medicine, University of California San Diego, La Jolla, CA, USA.
University of California, San Diego · US

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Medical students experience rising rates of burnout throughout their training. Efforts have been made to not only mitigate its negative effects, but also prevent its development. Medical improv takes the basic ideas of improvisational theatre and applies them to clinical situations. Given improv's focus on self-awareness and reflection, in addition to its spontaneous nature, we hypothesized it had the potential to serve as a creative outlet, a way to prevent and/or mitigate the negative effects of stress, burnout, and fatigue, and provide a learning environment to develop skills necessary to succeed as a physician. University of California (UC) San Diego School of Medicine developed a medical improv elective for pre-clinical students and assessed its effects on student development and wellbeing. Students enrolled in the elective between Fall 2019 and Fall 2020 at UC San Diego School of Medicine were surveyed pre- and post- course completion using both qualitative and quantitative methods. Students noted significant improvement in domains related to proactivity in their professional career (3.15 to 4.00, p = 0.02), wellbeing (3.0 to 4.4, p < 0.001), engagement with their studies (3.85 to 4.52, p = 0.02), and communication (3.75 to 4.3, p = 0.04) after completion of the medical improv elective. We describe a pilot-study demonstrating the positive effects of improv on medical student wellbeing and professional development, laying the groundwork for both future study of improv on student wellness and its implementation in the pre-clinical curriculum.

Indexed as

Students, MedicalCurriculumDental CementsHumansLearningPilot ProjectsDental CementsImProvmedical educationMedical improvundergraduate medical educationwellness

Identifiers

PMID34412576
PMCPMC8381956
OpenAlexW3193989184

What OpenQuestion holds

Textmetadata
LicenceCC BY-NC
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.