Role-play Simulation Research Articles

Medical Students' Confidence After "CardioSim": A Low-Fidelity, Peer Role-Play Simulation.

Plans to increase medical student numbers will increase costs and potentially reduce clinical exposure. Simulation can be utilised to fill that gap. Low-fidelity simulation with peer role-play (PRP) provides reduced costs and standardisation of experience compared to high-fidelity or simulated patient RP simulation. This study aimed to assess changes in confidence in common graduate-level skills following a low-fidelity PRP scenario. Forty-three fourth-year medical students were divided into groups of three and five students. A Likert-scale questionnaire was completed at the start of the session. During the simulation, they had the opportunity to be the doctor and the patient and observe the remaining scenarios. Finally, the same questionnaire was answered. All students gained confidence in at least two aspects. All students were confident in history taking and ST-elevation myocardial infarction (STEMI) management at the end of the session. The biggest improvement in overall confidence was in the management of non-ST-elevation myocardial infarction (NSTEMI) (62.8%) and Situation-Background-Assessment-Recommendation (SBAR) handover (60.5%). Six students improved their confidence by at least one ranking in every question, and one student improved their confidence by three rankings in four questions. SBAR handover and management of pneumothorax had the biggest improvements. Low-fidelity RP simulation allows the development of confidence in technical and non-technical skills. Given increasing student numbers and increasing medical education costs, it can be utilised effectively as part of a simulation syllabus that helps prepare students for clinical practice. Areas of further research include focus groups, knowledge tests and comparisons to other forms of simulation.

Game-based learning as a pedagogical approach to enhance students’ motivation in learning Russian as a second language

Importance. Active mastery of a foreign language, including Russian as a foreign language, remains the desire of those who study the language. The intensification of the educational process sets the task of maintaining students' motivation for the material being studied. Game mechanics help to stimulate thinking, enhance initiative in learning. The purpose of the study is to determine the effectiveness of using game mechanics to increase students' motivation when learning Russian as a foreign language.Materials and Methods. The material for the research was the educational and methodological complex for studying Russian as a foreign language developed by L.V. Moskovkin and L.V. Silvina “Russian Language. Textbook for foreign students.” The scientific and methodological literature is analyzed, revealing aspects of game mechanics when teaching the Russian language. An experiment is conducted to identify the role of game mechanics in the lesson. When conducting the study, the methods of participant observation, survey, and generalization are used.Results and Discussion. The presented theoretical material makes it clear that game mechanics are neither a game nor a role-playing simulation. They control the motivation and behavior of students in the learning process. This model gradually immerses students in certain activities and develops communication skills. The author’s results of the conducted research are presented, including a description of the game mechanics.Conclusions. It is proved that game-based learning methods contribute to the initiation of the highest levels of engagement and motivation among foreign students when learning the Russian language. The integrated approach to learning has a positive impact on the educational process and is an effective means of teaching Russian as a foreign language, providing a guarantee for the successful future development of the training program.

Becoming a Caring Nurse Through Reflection in a Role-Playing Simulation

Becoming a Caring Nurse Through Reflection in a Role-Playing Simulation

The use of META (virtual simulations) in Canadian junior military leadership development

The use of META (virtual simulations) in Canadian junior military leadership development

FORMATION OF PROFESSIONAL LANGUAGE COMPETENCE IN A FOREIGN LANGUAGE FOR STUDENTS MAJORING IN PHYSICS

The research article investigates the effectiveness of an integrative teaching methodology in developing professional language competence among Physics students. The goal of the study was to determine the peculiarities of forming components of the language professional communicative competence, and to reveal criteria for the development of this competence in practical sessions using a foreign language. To achieve the goal of the study the methodological experiment was conducted based on the Eurasian National University named after L. N. Gumilyov. Employing various activities such as collaborative discussions, project-based learning, role-play simulations, and written assignments, the study focuses on the enhancement of specific language skills, including speaking and writing proficiency, acquisition of professional terminology and vocabulary, and the development of critical thinking and analytical abilities. The findings aim to contribute valuable insights into the pedagogical strategies that prove most beneficial in fostering comprehensive language competencies within the specialized domain of Physics education. Keywords: professional language competence, language skills, integrative approach, physics students, professional context, communication.

Learning to Communicate Together: Perspectives on an Interdisciplinary Experience Among Nursing and Physical Therapist Assistant Students

BackgroundInterprofessional communication is imperative to quality patient care and improved outcomes as well as a requirement of nursing education programs, however, gaps exist between theory and practice. Often, students are not exposed to interprofessional interactions until later in the program when simulation experiences are offered or a clinical opportunity arises. Sample29 Bachelor of Science in Nursing and three physical therapist assistant students ranging in age from 18-35 years. MethodAn interdisciplinary communication role-play simulation among second year Bachelor of Science in Nursing students and first year physical therapist assistant students was implemented utilizing a situation-background-assessment-recommendation structured communication tool to facilitate and organize their communication. ResultsA total of 15 out of 32 students reported an increase in confidence to communicate with other healthcare professionals after participation in the simulation. ConclusionThis experience provided evidence of the effectiveness of a collaborative simulated experience improving undergraduate nursing students’ understanding and confidence with interprofessional communication prior to a clinical opportunity.

Development of Interprofessional Socialization in a Multifaceted Live Action Clinical Role-Play Simulation for Speech-Language Pathology and Social Work Students

Development of Interprofessional Socialization in a Multifaceted Live Action Clinical Role-Play Simulation for Speech-Language Pathology and Social Work Students

Role-Play Simulations for Decision Making in Contexts of Uncertainty: Challenges and Strategies When Engaging Elites as Participants

ABSTRACTThis study explores the application of role-play simulations (RPS) in addressing complex challenges (e.g., the climate crisis) beyond traditional educational settings. Drawing from pilot simulations involving 12 scientific experts and 12 policy makers, the article identifies three key challenges in conducting RPS with elite participants and provides practical strategies for overcoming them. Namely, the article emphasizes the importance of adapting the scenarios to sociopolitical contexts, choosing an ethical recruiting method to ensure inclusivity, and managing group diversity while maintaining a balance between the playfulness and the seriousness of the simulation. Overall, our study underscores the potential of RPS to foster dialogue between scientific and political actors and provides practical guidance for their effective use.

Pilot Study: Moving Towards a Scalable Intervention for Postgraduate Communication Skills Training.

Communication skills are foundational to the practice of medicine and training to build them is recommended. Serious illness communication skills (SICSs) teaching is inconsistently and sparsely taught in postgraduate training and residents report feeling inadequately trained to have difficult conversations. The authors developed an e-module demonstrating high-yield communication skills from a known evidence-based training program to standardize core SICS teaching and questioned how using it before skills practice impacted comfort and preparedness for residents to complete advance care planning (ACP). Family medicine residents at an academic hospital in Toronto, Canada, completed a novel e-module that replaced a typical didactic-lecture introducing core SICS relevant to ACP conversations. Residents then discussed the skills, followed by practicing them deliberately in a structured role-play simulation with feedback by trained facilitators. Residents completed pre- and post-intervention attitudinal surveys. Residents preferred a combination of learning modalities and welcomed online and virtual teaching methods for learning SICS. Residents reported higher levels of preparedness for engaging in ACP, delivering serious news, and discussing goals of care post-intervention. Residents showed more interest in discussing ACP post-intervention but questioned feasibility for doing so in busy ambulatory clinics. Scalable time-efficient teaching strategies are needed to fill a known education gap. This study demonstrated benefits of incorporating brief e-module learning into residents' preparation for SICS training using deliberate practice simulation training. The online, interactive virtual training improved resident readiness and comfort for ACP, an area often overlooked in medical education. Moreover, it provides an evidence-informed standardized tool for clinician teachers to seamlessly incorporate into their teaching practices.

Designing role-play simulations for climate change decision-making: A step-by-step approach to facilitate cooperation between science and policy

Literature has demonstrated the benefits of role-play simulations (RPS) for decision-making and social learning in the field of climate change and environmental policy. Despite growing interest, step-by-step guidelines are still rare when it comes to the practical design and implementation of RPS, which hinders the adoption and implementation of this promising approach. This article aims to facilitate the development of RPS by proposing a step-by-step framework for designing role-play simulations around three stages – before, during, and after the simulation. To develop the methodology, we use as a starting point a pilot simulation on decision-making and knowledge production in contexts of uncertainty and complexity. Focusing on negative emission technologies in Switzerland, the pilot simulation involved 12 scientists and 12 politicians who role-played each other for half a day. Overall, we propose an actionable framework for RPS designed to facilitate cooperation between groups with different socialisations, timelines, and imperatives towards more informed and collaborative decision-making practices. Doing so, this article contributes to making RPS more accessible to a broad audience as a method supporting cooperation between science and policy in the field of climate and environmental politics and beyond.

Propelling negotiation skills modules in construction engineering programs: Reflections and supporting tools for educators towards an enhanced effective training

This paper aims to provide a detailed account of our experience in implementing a negotiation module in an optional course of Management Skills in the Master's Degree in Structural & Construction Engineering program at the Universitat Politècnica de Catalunya and critically evaluate its effectiveness and impact on students' personal and professional development by triangulating experiences, surveys, and interviews. Based on an analysis of university curricula, the research explores effective teaching strategies, including Role-Play Simulation and Multi-Disciplinary Case Studies, which were highly valued by students. Video Recording and Playback, Peer Feedback, and Facilitator-led Discussions emerged as the most effective evaluation methods.

Deploying generative AI to draft a roleplay simulation of difficult conversations about inclusivity

Within inclusivity change initiatives, conversations around microaggressions are a key element in seeking behavioural change. This exemplar use of GenAI is focused on authoring a conversational role play simulation. Prompts draw on the extensive literature of microaggressions. The underlying scenario is a podcast where the author and chatbot co-design the role play. The study involved a novice in GenAI simultaneously learning prompt engineering which would generate realistic role played conversation. A core finding was that GenAI can produce a conversational style realistic enough to deploy in higher education inclusivity workshops, and whose subject matter content is satisfactory. The chatbot proposed four benefits of a role play simulation, which are drawn on to frame the critical reflection. An important conclusion was that the GenAI process could valuably facilitate shifting from a subject expert academic being sole author, to co-design involving both those with experience of microaggressions, as well as potential staff and student workshop participants.

Validity of a Patient Communication Scale

BackgroundSince the 1960s, standardized patients (SPs) have been used to prepare medical students for clinical work for these patients provide a controlled domain for learners. Specifically, these type of formative experiences provide a low stakes environment for practice and feedback, thereby increasing learner comfort in communicating with patients. Communication is the cornerstone of patient care, and it is well-established as a core clinical competency for medical students by numerous medical boards, associations, and accreditation agencies. While methods for communication training are of paramount importance, no validated scales assess the impact of these trainings on patient-provider communication where measures are based on attitudinal constructs that predict behavior, such as self-efficacy and preparedness. Thus, the aim of this study is to validity of a Patient Communication Scale (PCS) using an online virtual role-play training simulation.MethodTo validate the scale, 117 medical students were administered the PCS survey before and after completing a professional development virtual role-play simulation where they practiced motivational interviewing skills, talking to a patient who insists on antibiotics for a viral infection.ResultsA confirmatory factor analysis supported the two-factor model based on the subscales of preparedness and self-efficacy. Factor loadings showed all items correlated highly with theoretical constructs (r ≥ 0.902, p < 0.001). The PCS had high internal consistency (α = 0.916). Because there is a lack of scales that have been used to assess medical student as well as medical practitioner patient communication capabilities, specifically their preparedness and self-efficacy, criterion-related validity was not assessed. Convergent, content and construct validity were established.ConclusionThe Patient Communication Scale appears to be a valid tool in measuring the impact of online patient-provider communication skills training and holds promise for assessing other delivery methods.

Creating a Tool to Explore Intergenerational Understandings

This paper provides an introduction to a research-creation project, focusing on developing a prototype Virtual Reality (VR) educational tool. Younger people in Malaysia have limited exposure to or interest in information relating to the elderly, resulting in an intergenerational disconnect. The wider project aims to develop a VR teaching tool inspired by an existing role-playing simulation game (Aging Game). As a storytelling-based experience, VR can be used to share the discomfort faced by older people when using information and communications technology (ICT) such as computers/cell phones, internet and social media.The project is to explore the potential VR has to act as a bridge between the generations and to raise awareness in younger people about intergenerationalissues. The primary focus of this discussion paper is to discuss design and modification of the VR tool for creating interactive experiences that inhabit both the real and the unreal (virtual) world.

Evaluating the use of role-play simulations in teaching management of medical emergencies in the dental clinic

BackgroundPractical hands-on training is necessary for clinical competence in managing medical emergencies in the dental setting. Therefore, the King Abdulaziz University Faculty of Dentistry developed a role-play simulation-based clinical module for training clinical years (Years 4, 5, and 6) dental students in medical emergency management between 2016 and 2020. This study aimed to assess the knowledge and skills of years 4, 5, and 6 dental students before and after the completion of the role-play simulation-based medical emergency training module.MethodsA mandatory four-hour annual training module was designed consisting of a 45-minute lecture on the medical emergency basic action plan and overview, four hands-on stations, and six role-play simulation-based medical emergency stations. A 16-item multiple choice test was used to assess the knowledge of the students before and after the training module every academic year. An objective structured clinical exam (OSCE) on a medical emergency scenario was administered to the students graduating each year. The difference between the pre- and post-module test scores and the one-time OSCE pass/fail rate were analyzed statistically using appropriate tests.ResultsA total of 846 students participated in the study between 2017 and 2020: 275 once, 483 twice, 87 thrice, and one participated four times; in total, 1,506 assessments were conducted. Overall, the pre-test and post-test mean scores were 9.4 ± 3.0 and 13.5 ± 1.6, respectively. All students showed significant improvements in the post-test scores compared to the pre-test scores. Year 4 students showed the highest improvement, followed by Year 5 and Year 6. There was a statistically significant association between the pass/fail rate of the OSCE station and the number of times the module was taken.ConclusionsThe significant improvement in the scores of clinical year students in this study supports an annual mandate for all dental students to undergo simulation-based competency training in their clinical years. Teaching institutions are recommended to utilize simulation and hands-on instruction to teach medical emergency management.

Eliciting ethical guidelines for school middle leaders in a social-ecological framework via role-play simulations

ABSTRACT The study aims to elicit ethical guidelines for school middle leaders as derived through role-play simulation training, and frame them within the social-ecological model (SEM). Using stratified sampling, this qualitative study was conducted during one academic year and included 30 school middle leaders from different Israeli high schools and districts who participated in the study during a course given as part of a Master’s degree program in educational leadership at a large university in Israel. Drawing on 30 role-play simulations and group debriefings involving ethical dilemmas in leadership that were filmed in a studio, the authors elicited ethical guidelines developed by the research participants. The findings uncovered five core themes of ethical guidelines for school middle leaders, framed within the layers of the SEM: interpersonal relationship aspects, individuals’ professional aspects, organizational relationship aspects, public policy aspects, and community relationship aspects. The study revealed ethical guidelines developed specifically for school middle leaders and framed them within the SEM. Hence, it promotes a holistic understanding of the various social contexts in which school middle leaders operate and may help explore their ethical conduct and assist them in overcoming professional challenges.

Exploring the Impact of an Innovative Peer Role-Play Simulation to Cultivate Student Pharmacists' Motivational Interviewing Skills.

Effective patient-centered communication is a foundational skill for student pharmacists, with recent decades broadening the scope of professional responsibilities to include an increased emphasis on empathic communication and motivational interviewing (MI) as tools to support patients' therapeutic adherence. Role-play is a potentially effective pedagogical approach to cultivate these skills, although previous research has identified common shortcomings that can hinder its educational value, particularly in peer role-play with relatively inexperienced learners. The purpose of this study is to describe and provide initial assessment data for an innovative approach to peer role-play that incorporates pedagogical principles to address these common shortcomings. Using a mixed-methods study design that includes instructor-graded rubrics and inductive thematic analysis of student reflections, our findings indicate that students successfully demonstrated a range of important competencies through this experience and perceived it to be both challenging and highly beneficial for their personal and professional development. Among the MI principles and techniques practiced, students performed especially well on expressing empathy and frequently reflected on its importance for future patient care and clinical collaborations. Our findings also suggest that peer engagement through team activities and partnered role-play provides a felicitous context to explore empathic communication together.

Assessing the Learning Outcomes of a Role-Playing Simulation in International Environmental Politics

This paper pilots a method of testing the learning effects of a role-playing simulation of negotiations over the Nile basin. Players negotiate how to apply general principles from international law, such as sharing water equitably and avoiding significant harm, to specific circumstances of the river basin. Students are presented with a set of factual statements about the basin and surveyed before and after play as to which facts will be (were) most important in negotiations. Surveys of 75 participating graduate students show interesting patterns: (1) a shift from emphasis on managing risks to exploiting cooperative opportunities; (2) change in the value orientation of the statements students consider most important, with development-oriented values increasing and environment-oriented values decreasing; and (3) change in the dimensions of power students consider most salient, including an increased appreciation for the institutional and knowledge-related elements of power and a de-emphasis on the structural aspects of power. Before-and-after surveying offers an alternative to the more common methods of learning assessment, based on knowledge acquisition or student satisfaction, while discussion of the survey results with students allows for a richer, more reflective learning experience.

Comparing the Effectiveness of Role-Play Simulation versus Real Patient Transferal Skills Training in Occupational Therapy Students in Saudi-Arabia- A Quasi-Experimental Study.

To compare the effectiveness of using role-play simulation as a possible alternative to real-patient training to teach transferal skills to occupational therapy students. Seventy-one occupational therapy students (including those in their second, third and fourth years) participated in a quasi-experimental study. The students were randomly divided into two groups. One group received role-play simulation at the university. The other received training on real patients with mild to moderate stroke and spinal cord injury (one session/week for six weeks) in clinical (inpatient) settings in Jeddah to learn patient transferring skills. Student performance was taken as a measure of teaching method effectiveness, and was evaluated by using a validated OSCE-type assessment tool developed at the end of training. The tool showed good reliability (Cronbach's α was > 0.7) and inter-reliability (Kappa < 0.001). A total number of 71 students participated in the study. The majority of the students were female (66.2%, N=47) and 33.8% (N=24) were male. About 33.8% (N=24) of students were in the second year, 29.6% (N=21) were in the third year and 36.6% (N=26) were in the fourth year. There were 36 (49.3%) students in the simulation group The mean age of the students was 20.70 (SD=1.2). There was no significant difference in the students' performance in both groups with a P-value of 0.139. Role-play simulation can effectively be used for students' training as there was no difference in the outcome of the students' performance in patient transferring skills in both groups.This finding can help in designing and implementing training through simulation, especially in situations where training on severely ill patients may be a safety risk.

The impact of a role-play patient simulation on nursing students as measured by the comprehensive state empathy scale

Empathic care by nurses improves patient safety and outcomes. Nursing educators are responsible for training students to provide empathic care. This study explored the impact of role-play patient simulation on nursing students' empathic state. Participants completed the Comprehensive State Empathy Scale (CSES) questionnaire before and after completion of a role-play simulation. A statistically significant increase was seen in the CSES scores. The findings support the use of role-play simulations to impact state empathy.