| ORIGINAL ARTICLE |
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| Year : 2022 | Volume
: 17
| Issue : 3 | Page : 540-547 |
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Approaching medical humanities with an interactive tool: Theater of the oppressed
Monika Bansal1, Manoj Goyal2, Anurag Bajpai3
1 Department of Neuroscience Technology, College of Applied Medical Sciences in Jubail, Imam Abdul Rahman bin Faisal University, Dammam, Saudi Arabia
2 Department of Anesthesia Technology, College of Applied Medical Sciences in Jubail, Imam Abdul Rahman bin Faisal University, Dammam, Saudi Arabia
3 Department of Pharmacology, N.C. Medical College and Hospital, Panipat, Haryana, India
Correspondence Address:
Dr. Manoj Goyal
Department of Anesthesia Technology, College of Applied Medical Sciences in Jubail, Imam Abdul Rahman bin Faisal University, Dammam
Saudi Arabia
 Source of Support: None, Conflict of Interest: None  | Check |
DOI: 10.4103/jdmimsu.jdmimsu_306_20
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Introduction and Background: The focus of medical education should not only be the cognitive aspects but also be the qualities and values that make us human. Researchers suggest that the required attitudes and values can be inculcated by exposing the students to medical humanities, which will be helpful in making them not only competent but also ethical and humane doctors. “Theatre of the Oppressed (TO),” which was devised by Augusto Boal, has been used as a tool in medical humanities with positive outcomes. Aim: A study was conceptualized with the aim of sensitizing the students with medical humanities with “Theatre of the Oppressed” and to evaluate the workshop by students' perceptions and reflections. Materials and Methods: A workshop of 7 days, 5 days online and 2 days physical, was conducted for 30 students, in which they participated in TO games and activities, which are based on theoretical framework of Paulo Freire's “Pedagogy of the Oppressed” TO. Results: Students participated very enthusiastically in the workshop. The feedback and reflections of students reveal that they felt more empathetic toward patients and underprivileged, developed mutual trust between their class mates, listened more during the workshop, and developed better understanding on their bodies and emotions. Conclusion: The study documents the experience of exposing the students to TO as an interactive tool to address medical humanities. The feedback of students reflects that TO workshop was successful in bringing deep insights on the role of human values in medicine and they want to participate in more of TO workshops in future.
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