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Frailty, Falls and Osteoporosis: Learning in Elderly Patients Using a Theatrical Performance in the Classroom

Robles MJ1Esperanza AArnau-Barrés IGarrigós MTMiralles R.

J Nutr Health Aging. 2019;23(9):870-875. doi: 10.1007/s12603-019-1272-0.





To ascertain the usefulness of a simulated clinical scene with actors in the classroom (theatrical performance) as a teaching tool for the management of falls and their related injuries.


Experimental design of two related groups.




A group of 12 students attended a seminar in which the approach to a clinical case was made using a simulated scene with actors in the classroom (scene group); a non-scene group of 34 students attended the seminar, without a theatrical performance (the same clinical case was read and presented in a traditional manner, oral presentation).


Before and after the seminar, students answered a questionnaire [five questions on theoretical knowledge of falls and osteoporosis (score 0-10) and two on subjective learning perception (linear scale: 0-10) (score 0-20)]. In the scene group were two further questions included at the end on their opinion of the scene and on the seminar overall.


Both groups significantly improved in all questionnaire scores after the seminar (p=0.001). The scene group had a greater rise in mean points of the questionnaire before and after the seminar than the non-scene group: theoretical knowledge [3.81±1.69 versus 2.75±1.33 (p=0.033)], subjective questions [6.08±4.10 versus 4.97±2.24 (p=0.247)], and the questionnaire overall [9.89±4.98 versus 7.72±2.66 (p=0.060)]. The scene group had a very good opinion of the usefulness of the scene and of the overall opinion of the seminar: 9.08±0.95 and 9.41±0.79.


Theatrical performance in the classroom seems to promote better learning than classic oral presentation, providing qualitative value by adding creativity and different approaches to the teaching of medicine.