Developing an Acting-Based Curriculum to Cultivate Empathic Communication Skills in Thai Medical Students

Abstract

Empathic Communication (EC) skills are fundamental to building effective doctor–patient relationships. Recently, improvisational theater has been integrated into EC training for medical students; however, the practical application of acting theory and the development of detailed curriculum structures remain under-researched. Stanislavski’s acting theory, which fosters authentic physical and emotional role embodiment, aligns well with EC skill development and holds significant potential for training medical students. This article introduces an “Acting for Empathy Curriculum” which integrates EC with Stanislavski’s theory across three domains: creative state of mind, communion, and creative imagination (3C skills).

The curriculum was piloted with two groups of medical students (a pilot group and an evaluation group), totaling 27 participants. Quantitative data were collected through post-training satisfaction questionnaires, while qualitative data were gathered via in-depth interviews conducted with participants both before and after the training. Additionally, 19 participants engaged in simulated patient roleplay before and after the course to assess improvements in their communication skills. Post-training results indicated that the curriculum positively impacted both learner satisfaction and EC skill enhancement. The 18-hour, 3-day program helped students connect with themselves, others, and patients. The creative state of mind component enhanced observation and listening, while acting exercises developed imagination and emotional understanding. Deep listening practices were interwoven throughout the program. Facilitators employed Viola Spolin’s teaching principles to foster a psychologically safe learning environment, encouraging experiential learning through acting. This 3C-based curriculum is well-suited for Thai medical students and can be adapted as an elective, a short-term training activity, or integrated into broader communication programs within medical education.