Medical improvisation (improv) applies theater principles and techniques to improve communication and teamwork with health professionals (HP). Improv curricula have increased over time, but little is known about best practices in curricula development, implementation, and assessment. We sought to complete a state-of-the-art review of medical improv curricula to teach HP learners communication skills. A literature search of MEDLINE and 8 other databases on HP medical education and medical improv communication curricula occurred. We screened 1869 articles published from 2012 to 2022. Seventeen articles were selected for extraction and synthesis. Common curricular goals included improving interprofessional, interpersonal, and empathetic communication. Curricula often lacked alignment between learning objectives and improv exercises. Sessions occurred once (65%) or were longitudinal (35%). Only 24% reported a full description of their intervention. Few reported details on the content of curricula. Evaluations often focused on feasibility and acceptability. Heterogeneity exists in the development, implementation, and assessment of improv curricula. Low-quality evidence was provided to support the use of medical improv to teach communication skills to HP learners. Improv curricula were feasible, and acceptable to learners. We offer recommendations to guide future medical improv curricula development.

中文翻译：

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对医疗即兴课程进行最先进的审查，以教授健康专业学习者的沟通能力。

医疗即兴创作 (improv) 应用戏剧原理和技术来改善与卫生专业人员 (HP) 的沟通和团队合作。随着时间的推移，即兴课程不断增加，但人们对课程开发、实施和评估的最佳实践知之甚少。我们试图完成对医疗即兴课程的最先进审查，以教授 HP 学习者的沟通技巧。对 MEDLINE 和其他 8 个数据库进行了有关 HP 医学教育和医学即兴交流课程的文献检索。我们筛选了2012年至2022年发表的1869篇文章，选出17篇文章进行提取和合成。共同的课程目标包括改善专业间、人​​际和同理心沟通。课程常常缺乏学习目标和即兴练习之间的一致性。会议只发生一次（65%）或是纵向的（35%）。只有 24% 的人完整描述了他们的干预措施。很少有人报道课程内容的细节。评估通常侧重于可行性和可接受性。即兴课程的开发、实施和评估存在异质性。提供了低质量的证据来支持使用医疗改进来向 HP 学习者教授沟通技巧。即兴课程是可行的，并且为学习者所接受。我们提供建议来指导未来的医疗即兴课程开发。