Research Output
Performance for Care
  As the use of drama in the education of healthcare professionals becomes more widely accepted, its relationship to the more established practice of simulation based learning merits further examination. Though these two pedagogic approaches stem from different disciplinary contexts, the practices share core features.

Chiefly that they immerse participants in simulated situations, inviting them to experience, embody, and perform desirable behaviours. A particular benefit of both drama-based approaches and simulation is that they enhance awareness of and reflection on professional practices.

Mapping the overlaps and intersections between simulation and drama-based learning is of immediate relevance to healthcare professional educators and drama practitioners. Collaborations between these sectors are bringing new strategies and approaches to healthcare professional education and are to encompass a greater variety of learning approaches.

This event is for educators, practitioners, researchers, users of healthcare services and students in healthcare and in drama who want to find out more about current and developing practice in the field. It features live and livestreamed presentations and performances showcasing simulation and drama-based initiatives.

This is the inaugural event of a working group dedicated to promoting the value of performance-based approaches to healthcare professional education.

  • Type:


  • Date:

    20 November 2020

  • Publication Status:


  • Funders:

    Edinburgh Napier Funded


Mahoney, C., & Mermikedes, A. (2020, November). Performance for Care. Presented at Performance for Care, Online



drama, simulation, care

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