Preparing Medical Educators to Teach Disability-Inclusive Compassionate Care Through Theatre: Lessons from an Implementation Study
Description
This dataset supports the study "Preparing Medical Educators to Teach Disability-Inclusive Compassionate Care Through Theatre: An Implementation Study of an Asynchronous Faculty Development Programme." The study hypothesized that an asynchronous e-learning module incorporating script writing and structured peer review would improve medical educators' understanding of disability-inclusive compassionate care (DICC), enhance their confidence in developing educational scripts, and facilitate the use of theatre as a teaching strategy. The dataset includes anonymized participant responses from 26 FAIMER fellows who completed the two-week faculty development module. It comprises pre- and post-intervention survey responses assessing participants' understanding of DICC, confidence in script development, engagement with the module, perceived feasibility of the learning activities, and perceptions of the assignments. The dataset also contains peer-review scores for participant-developed scripts based on four predefined criteria: creativity, clarity, feasibility, and impact, along with six-month follow-up data on implementation of theatre-based teaching activities. The findings demonstrate significant improvements in participants' understanding of DICC concepts and confidence in script development following the intervention. Peer-review results indicate that most participants produced clear, creative, and feasible scripts, while follow-up data provide preliminary evidence of implementation in educational settings. The dataset has been de-identified to protect participant confidentiality. Variables are clearly labelled and coded, with Likert-scale responses ranging from 1 to 5. The data may be used to understand the evaluation of faculty development interventions, theatre-based learning, disability-inclusive medical education, and educational innovation. It may also support secondary analyses, replication studies, or future systematic reviews in health professions education.
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Steps to reproduce
This dataset was generated from a prospective implementation study evaluating an asynchronous faculty development programme designed to prepare health professions educators to teach Disability-Inclusive Compassionate Care (DICC) through theatre-based pedagogy. The programme was delivered over a two-week period using the Moodle Learning Management System (LMS). Eligible participants were Year 1 and Year 2 FAIMER fellows who voluntarily consented to participate. The intervention comprised four sequential phases: (1) asynchronous learning through video lectures, curated reading materials, and self-directed resources on DICC and theatre-based education; (2) authentic learning through the development of theatre-based educational scripts based on predefined DICC scenarios; (3) structured peer review of scripts using a pre-validated evaluation tool assessing creativity, clarity, feasibility, and educational impact; and (4) a six-month follow-up to explore the implementation of theatre-based teaching in participants' educational settings. Data were collected using a structured programme evaluation questionnaire incorporating a retrospective post-then-pre design. Participants retrospectively rated their understanding of DICC and confidence in developing theatre-based educational activities before and after the programme using five-point Likert scales. Additional questionnaire items assessed programme engagement, feasibility, and perceived educational value. Each participant-developed script was independently evaluated by two peers using a content-validated structured peer-review instrument (Content Validity Index = 0.80). Six months after programme completion, participants were contacted to determine whether they had implemented theatre-based teaching and to identify facilitators and barriers to implementation. Quantitative data were analysed using IBM SPSS Statistics version 23. Descriptive statistics (frequencies, percentages, means, and standard deviations) were used to summarise participant characteristics and programme outcomes. Changes in retrospective pre- and post-programme ratings were analysed using the Wilcoxon signed-rank test because the data were paired and ordinal. Peer-review ratings and implementation data were summarised descriptively. The repository contains anonymised datasets, data dictionary, programme evaluation instrument, peer-review tool, theatre scenarios, and supporting materials required to understand, interpret, and reproduce the educational intervention.
Institutions
- Father Muller Medical College HospitalKarnataka, Mangaluru