Threads of Care: Weaving Patient Stories into Health Education (101)
Tracks
Track 2
| Monday, April 20, 2026 |
| 10:20 AM - 10:40 AM |
| 50 Sussex, Main Gallery |
Overview
Dr. Kathy Sitter
Details
Learning Objectives: Evaluate how digital storytelling, theatre, and film can enhance empathy, reflection, and relational awareness in healthcare education. Analyze how centering patient narratives through creative processes bridge the gap between clinical perspectives and lived experiences.
Speaker
Dr. Kathy Sitter
Professor
University Of Calgary
Threads of Care: Weaving Patient Stories into Health Education
Abstract
Background:
Innovative approaches are needed to enhance educational practices in healthcare. The project “Patient Voices” uses digital stories, research-based theatre, and film, to communicate the narratives of breast cancer patients By centering patient narratives, Patient Voices seeks to foster connection and improved patient-centered care among health care professionals and practitioners. These arts-based methods help bring patient experiences to life in ways that connect emotionally and intellectually with healthcare learners; the creative process make space for patient voices while highlighting the importance of learning from lived experience (Boydell et al, 2016; Hall et al., 2019; Shigematsu et al., 2022).
Method:
The mixed-methods study began with breast cancer patients creating digital stories about their patient care experiences. These narratives informed the creation of a theatre production that involved a collaborative performance including patients, actors, and researchers. The production, performed to sold-out audiences, incorporated post-show panel discussions to deepen dialogue about patient care. During the pandemic, the work evolved into The Cut of It, a 40-minute film adaptation, accompanied by educational materials such as discussion guides, podcasts, and facilitation tools to support the use in medical and allied health education amongst medical students, nurses, social workers and continuing education amongst health care practitioners.
Results:
The film and related outputs have reached international audiences, including healthcare providers and the public in Canada, United States, and Australia. Feedback throughout the process (from digital story screenings, theatre, and film) indicate promotion of and understanding of the complexities of breast cancer care. Preliminary evaluations in professional development settings demonstrate that the arts-based approach enhances engagement, reflection, and relational awareness in healthcare practice.
Conclusion:
This project demonstrates the transformative potential of the Arts in health education. By embedding patient voices with creative processes, the creative process bridges the gap between clinical perspectives and lived experiences.
Innovative approaches are needed to enhance educational practices in healthcare. The project “Patient Voices” uses digital stories, research-based theatre, and film, to communicate the narratives of breast cancer patients By centering patient narratives, Patient Voices seeks to foster connection and improved patient-centered care among health care professionals and practitioners. These arts-based methods help bring patient experiences to life in ways that connect emotionally and intellectually with healthcare learners; the creative process make space for patient voices while highlighting the importance of learning from lived experience (Boydell et al, 2016; Hall et al., 2019; Shigematsu et al., 2022).
Method:
The mixed-methods study began with breast cancer patients creating digital stories about their patient care experiences. These narratives informed the creation of a theatre production that involved a collaborative performance including patients, actors, and researchers. The production, performed to sold-out audiences, incorporated post-show panel discussions to deepen dialogue about patient care. During the pandemic, the work evolved into The Cut of It, a 40-minute film adaptation, accompanied by educational materials such as discussion guides, podcasts, and facilitation tools to support the use in medical and allied health education amongst medical students, nurses, social workers and continuing education amongst health care practitioners.
Results:
The film and related outputs have reached international audiences, including healthcare providers and the public in Canada, United States, and Australia. Feedback throughout the process (from digital story screenings, theatre, and film) indicate promotion of and understanding of the complexities of breast cancer care. Preliminary evaluations in professional development settings demonstrate that the arts-based approach enhances engagement, reflection, and relational awareness in healthcare practice.
Conclusion:
This project demonstrates the transformative potential of the Arts in health education. By embedding patient voices with creative processes, the creative process bridges the gap between clinical perspectives and lived experiences.
Biography
Dr. Sitter is the Canada Research Chair in Multisensory Storytelling in Research and Knowledge Translation, Dorothy Killam Fellow, and a Professor of Social Work at the University of Calgary. Her transdisciplinary research advances novel sensory methodologies that centre lived experience and whole person care to inform decisions in healthcare and social practice. Dr. Sitter has led and collaborated on projects spanning digital storytelling, theatre, 4D installations, smellscapes, and tactile mapping. Her work includes more than 500 creative and academic contributions, with over 200 invited and juried exhibitions.
COI Disclosure: I do not have an affiliation (financial or otherwise) with any for-profit or not-for-profit organizations
COI Disclosure: I do not have an affiliation (financial or otherwise) with any for-profit or not-for-profit organizations
