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Effective interprofessional (IP) communication is crucial to high-quality patient care, but significant obstacles remain regarding implementing IP communication curricula for undergraduate medical students. As such, as part of a bootcamp required for University of Pittsburgh graduating medical students in 2021, we developed and evaluated a workshop using clips from medical television shows (eg,The workshop was hosted on Zoom videoconferencing software and evaluated using pre- and postcurricular surveys that included adapted Communication Skills Attitude Scale (CSAS) and Student Perceptions of Interprofessional Clinical Education-Revised (SPICE-R) instruments. The postcurricular survey also included two open-ended items. We used Wilcoxon signed-rank tests to compare pre- and postcurricular CSAS and SPICE-R scores and used thematic analysis for qualitative data.Approximately 94% (n = 105) of assigned students attended the workshop. Comparison of pre- and postcurricular means for all CSAS and SPICE-R items indicated improvements in attitudes toward communication training and IP communication, with statistically significant (Results suggest that using clips from fictional medical television programs may be a valuable approach to teaching graduating medical students IP communication skills. Future research could examine whether improved attitudes are sustained over time and the influence of the workshop on clinical IP communication behavior.

The purpose of this study was to conduct an innovative seminar that was developed by using clips from the television program ER to teach/reinforce key concepts of effective communication for didactic phase physician assistant (PA) students.Interactive, 2-hour , small group seminars were conducted as part of the PA curriculum. Demographic data, as well as information about prior exposure to medical-related television shows and interest in specific medical disciplines, were collected at baseline. The evaluation of this unconventional teaching strategy was completed via a post-activity self-administered, electronic survey. Descriptive statistics were calculated for closed-ended questions, and a thematic analysis approach was used to examine open-ended questions.Approximately two-thirds (n = 49) of the students who attended the seminars completed both the baseline and post-activity surveys. The seminars were well-received, with 94% of respondents indicating they would like to participate in similar trainings in the future. The primary suggestion was to use clips from multiple television programs.The results suggest that this instructional format was highly acceptable to modern PA students, who yearn for an amalgamation of education and entertainment. Future work could examine the influence of the seminar on students' communication in clinical environments.