Perceptions of medical students in India about the use of role-play as a teaching-learning method in physiology

Suzanne Maria D'Cruz,Navin Rajaratnam,Muthukumar S,Anandarajan B

doi:10.7439/ijbar.v4i4.341

Abstract

Introduction: Even though role-play promotes active learning, some students have considered it as the least preferred teaching method. This study was undertaken to determine the perceptions of first year medical students in an Indian medical college about the use of role-play in Physiology as a teaching-learning method and to determine if the perceptions varied between the role-players and the observers of the role-play as this has not been sufficiently explored by previous researchers. Methods: 46 first year medical students took part in the role-play and 97 students were observers. All 143 students completed a 12 item questionnaire about their perceptions regarding the use of role

Highlights

Even though role-play promotes active learning, some students have considered it as the least preferred teaching method
The study was conducted in the Department of Physiology of a private medical college in Chennai in India. 143 first year medical students participated in the study
There is scope even in the predominantly didactic non-problem based learning curriculum presently being followed in many Indian medical colleges, including the present one, to use role-play as a supplement to lectures and independent learning to make the learning of Physiology by first year medical students active

Summary

Introduction

Even though role-play promotes active learning, some students have considered it as the least preferred teaching method. Role-play is one such method which promotes active learning and reflection. Role-play “is an experiential learning technique with learners acting out roles in case scenarios to promote targeted practice and feedback to train skills” 1. It is built on many educational theories like Kolb and Fry’s experiential learning theory as learning occurs in all four learning environments “affective (feeling), symbolic (thinking), perceptually oriented (watching) and behaviourally oriented (doing)” and Shon’s work on www.ssjournals.com reflective practice as learners are allowed to “reflect both in and on action” 2. It is regularly used to develop communication skills in medical students and has even been shown to induce a level of realism when integrated into technical skill training, leading to improved patient-physician interaction[3]

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Discussion

Conclusion