Pedagogical analysis demonstrates the utility of theatrical Viewpoints in medical education, highlighting its role in cultivating professionalism and self-reflexivity during clinical training.
In this article, William’s story “The Use of Force” is viewed through the analytical lens of “Viewpoints,” a theatrical performance technique originally developed in the 1970s by artist and educator Mary Overlie. When taught alongside performative texts such as “The Use of Force,” Viewpoints emerges as an important teaching tool for medical students as they navigate professionalism, self-reflexivity, and their place in space and time. Following a reading of Williams’s story, the article discusses its direct application in medical education for schools that emphasize a humanistic approach to patient care.
No takes yet. Share an insight, caveat, or question.
Mitchell et al. (2024) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: