Role-play Simulation Research Articles

Ethical dilemmas among mid-level school leaders through role-play simulations: Developing a social-ecological approach

The purpose of the study is to examine the ethical dilemmas among mid-level school leaders in the social-ecological context through role-play simulations. We examined simulations involving role-played ethical scenarios and group debriefings among 30 mid-level school leaders from different Israeli high schools and districts during the MA course in the educational leadership program. A qualitative analysis generated an expanded social-ecological model for mid-level school leaders. The model consists of six main layers: individual, interpersonal, organizational, community, public policy, and technology. Each of the layers is divided into sub-categories. The study’s findings reveal the concurrent appearance of the different layers. These findings emphasize the complexity of the role of mid-level school leaders, as they cope simultaneously with a variety of ethical dilemmas characterized by multiple conflicting values. Moreover, the study findings indicated the interpersonal layer to be the most dominant layer, demonstrating mid-level leaders’ dual role as both classroom teachers and as team leaders. This study may contribute toward the development and modification of professional training programs for mid-level school leaders. It may also be helpful when designing strategies to deal with ethical challenges and to strengthen the school’s ethical leadership.

The Influence of Roleplay Simulation on the Moral Development of Children Aged 8-9 Years Old

Background : A lack of moral development might increase negative moral behavior. Drama, as a part ofrole-play, can stimulate the moral development of children aged 8-9 years.Objective : The purpose of this study is to explain the effect of role-play on the moral development ofchildren aged 8-9 yearsMethod : This research applied pre-experimental one-group pre-post test design. The population in thisstudy was children aged 8-9 years with a total of 47 children. A sample of 15 respondents was taken usingpurposive sampling. The independent variable in this study is role-play stimulation, while the dependentvariable is the moral development of children aged 8-9 years. Data collection was done using observationsheets, then analyzed using Wilcoxon Signed Rank Test with significance ? = 0.05.Result: Wilcoxon Signed Rank Test shows that stimulation through role-play can influence the moraldevelopment of children aged 8-9 years with p = 0.001.Conclusion: The results of this study conclude that role-play stimulation can improve children’s moraldevelopment.

Деловая игра как метод повышения информированности обучающихся медицинского ВУЗа о навыках здорового образа жизни

The aim of this study was to provide a rationale for and to assess the effectiveness of a simulation game in educating medical students who take a course in hygiene-related disciplines about the healthy use of electronic devices. The game was designed by the Department of Hygiene and focused on teaching skills for healthy use of ED. The game was a roleplay simulation, in which students played the role of doctors educating various populations (preschoolers, schoolers, college and higher institution students) about good hygiene practices. The study recruited 220 healthcare workers and 256 medical students. Inclusion criteria: informed consent to participate; submitting a properly completed questionnaire. Statistical analysis was conducted in Statistica 13.0. Of all the healthcare workers participating in the study, 30.0% did not have skills for using electronic devices healthily. The students gave 6.1±0.09 points out of 10 to their commitment to a healthy lifestyle and 5.6±0.12 points out of 10 to their willingness to educate their patients about healthy living. The proposed simulation game helps medical students to develop universal and generic professional competencies needed to lead and promote a healthy lifestyle. The game improves motivation to study, ensures better visibility of learning materials and opens up opportunities for creativity and initiative.

The Effects of Role Play Simulation and Demonstration on Pediatric Peripheral Venous Catheter Insertion Skill among Nursing Students: A Three Group Experimental Study

Background: The short course of baccalaureate nursing program and overcrowding of clinical settings restrict the development of pediatric peripheral venous catheter (PVC) insertion skill among nursing students. Therefore, better teaching strategies are needed. Objectives: The aim of this study was to compare the effects of role play simulation and demonstration on pediatric PVC insertion skill among nursing students. Methods: In this three-group experimental study, 46 nursing students were selected from Tabriz University of Medical Sciences, Tabriz, Iran, randomly allocated to a control, a role play simulation, or a demonstration group. Initially, all students received information about pediatric PVC insertion through lecture. Then, their skill was assessed using a child mannequin in a skill lab by a thirty-item rating scale. Then, participants in the simulation and the demonstration groups received training about this skill through simulation or demonstration teaching methods. After 3 weeks, their skill was reassessed. Data were analyzed using the Wilcoxon and Kruskal–Wallis tests. Results: The baseline total scores of PVC insertion skill were 17.66 ± 7.46, 14.93 ± 6.64, and 16.92 ± 10.38 and after intervention changed to 20.66 ± 5.65, 33.81 ± 6.86, and 41.14 ± 7.67 in the control, role play simulation, and demonstration groups, respectively. There was a statistically significant increase of skill in simulation and demonstration groups (P < 0.001), whereas the increase in the control group was insignificant (P = 0.09). There was no significant difference between role play simulation and demonstration groups (P > 0.05). Conclusion: Both role play simulation and demonstration significantly improve pediatric PVC insertion skill among nursing students. These teaching methods are recommended for developing nursing skills.

Raising awareness on physician-patient communication in IPF: an Italian multicenter study exploring the pulmonologist's perspective.

Background:Idiopathic pulmonary fibrosis (IPF) remains a debilitating, poor prognosis disease requiring a patient-centered approach.Objectives:To explore the pulmonologist’s perspective on physician-patient communication.Methods:A faculty of psychologists and pulmonologists organized a training course consisting of two workshops 12 months apart. Self-assessment questionnaires (pre- and post-course), role play (RP) simulations (during both workshops) and clinical consultation observations followed by semi-structured interviews (during the 12 months) were employed to evaluate the pulmonologists’ knowledge of patient-centered medicine and communication/relational skills (questionnaires), their communication style (RP) and possible communication/relational difficulties (semi-structured interviews).Results:Twenty-three pulmonologists attended the first workshop and 14 the second one; 10 attended both. The questionnaires revealed the interest in patient-centered medicine and communication but also the need for deeper knowledge and improved skills. From the RP sessions performed during the first workshop, a disease-oriented approach emerged; notably, after the training, some improvements suggested a more patient-centered approach, e.g., a more frequent exploration of the patient agenda. Finally, the semi-structured interviews allowed to identify the low patients’ cultural level and the poor general knowledge of IPF among the barriers hampering an effective communication with the clinician, who, however, is responsible for overcoming these obstacles.Conclusions:Despite the overall disease-prone approach to IPF patients, there was room for improvement through adequate training, which, in practice, may ameliorate communication and drive towards patient-centeredness. Exploring the pulmonologists’ needs may help tailoring training interventions. Raising awareness on these topics is crucial to ensure IPF patients optimal care.

Lying down as a patient: An autoethnographic inquiry of role-play simulation

Lying down as a patient: An autoethnographic inquiry of role-play simulation

Continuing Education Outcomes for Advance Care Planning: A Systematic Review of the Literature.

Advance care planning (ACP) is a process of considering future health and care needs for a time when a person may be unable to speak for themselves. Health professional continuing education programs have been proposed for facilitating patient participation in ACP; however, their impacts on participants, patient and clinical outcomes, and organizational approaches to ACP are not well understood. This systematic literature review examined interventional studies of education programs conducted with health professionals and care staff across a broad range of settings. Five electronic databases were searched up to June 2020, and a manual search of reference lists was conducted. The quality of studies was appraised by the first, second, and third authors. Of the 7993 articles identified, 45 articles met the inclusion criteria. Program participants were predominantly medical, nursing, and social work staff, and students. Interventions were reported to improve participants' self-perceived confidence, knowledge, and skills; however, objectively measured improvements were limited. Multimodal programs that combined initial didactic teaching and role-play simulation tasks with additional activities were most effective in producing increased ACP activity in medical records. Evidence for improved clinical outcomes was limited. Further studies that use rigorous methodological approaches would provide further evidence about what produces improved patient and clinical outcomes. Needs analyses and quality indicators could be considered to determine the most appropriate and effective education resources and monitor their impacts. The potential contribution of a broader range of health professionals and interprofessional learning approaches could be considered to ultimately improve patient care.

Assessing the Learning Potential of Role-Play Simulation Exercises For Studying International Negotiations

Assessing the Learning Potential of Role-Play Simulation Exercises For Studying International Negotiations

Simulation games as a catalyst for social learning: The case of the water-food-energy nexus game

Role-playing simulations have gained in popularity in recent years as a novel method of engaging researchers and stakeholders in a variety of social and environmental issues. While academic interest has grown on this topic, knowledge remains sparse on the underlying theories that may guide the design of such games. Thsi article introduces a new game design framework - Com­pleC­Sus (Com­plex­ity-Col­lab­o­ra­tion-Sus­tain­abil­ity) - built on the concepts of social learning and procedural rhetoric. We describe and discuss the conceptual basis for our framework, giving a detailed account of its application through the recently developed the Water–Food–Energy Nexus Game (Nexus Game) as an example. We illustrate the process involved in designing the Nexus Game through initial scoping, prototyping, and design decisions, and how game structure and debriefing have been crafted to foster social learning focused on the understanding of the underlying social-ecological system as well as fostering collaboration between stakeholders. We also provide the analysis of qualitative data collected during recent gaming sessions across three continents to evaluate the Nexus Game’s potential learning effects.

End of life simulation to improve interprofessional competencies: A mixed methods study

BackgroundThe Accreditation Council for Pharmacy Education “Standards 2016” require that pharmacy student education include training in the management of patients “across the lifespan” (Standard 12). Standards 2016 also require that students are practice-ready to participate as a contributing member of an interprofessional (IP) team (Standard 11). Didactic and experiential education in palliative or end-of-life (EOL) care is limited. Palliative care represents unique patient and team challenges in providing patients with empathetic and holistic care. Interprofessional education activityThis study describes an IP, palliative care simulation that achieved both IP and “across the lifespan” educational standards. The goals of the activity included increasing communication skills, recognizing roles and responsibilities, and enhancing the value of various healthcare providers' perspectives and expertise when caring for patients at the EOL. Pharmacy, physical therapy, nursing, and counseling students participated in a low fidelity palliative care simulation. The event consisted of a presentation on anticipatory grief and active listening followed by a role-playing simulation and group debrief. The Interprofessional Socialization and Value Scale were administered to assess student perceptions of IP skills. DiscussionQuantitative and qualitative data demonstrated achievement of the goals of the activity. Reflections revealed students felt the simulation improved teamwork and communication skills and that using humility and listening in team-based palliative care transformed wisdom for future practice. ImplicationsThis activity used a cost-effective, low fidelity, role-play simulation to achieve IP education competencies and demonstrated the value of multiple professions in EOL care.

Can science-informed, consensus-based stakeholder negotiations achieve optimal dam decision outcomes?

Integrating science and decision-making in dam management is needed to address complex tradeoffs among environmental, economic, and social outcomes across varied geographic scales and diverse stakeholder interests. In this study, we introduce an approach that integrates system dynamics modeling (SDM) and role-play simulation (RPS) to facilitate use of the best available knowledge in dam decision-making. Using a hypothetical dam decision context in the New England region of the United States, this research investigates: (1) How do science-informed, negotiated outcomes compare to Pareto-optimal outcomes produced by a scientific model that balance selected system performance tradeoffs?; and (2) How do science-informed, negotiated outcomes compare to the status quo outcome? To our knowledge, this research is the first effort to combine SDM and RPS to support dam decisions and compare science-informed, consensus-based outcomes and optimized system outcomes. Our analyses show Pareto-optimal solutions usually involve a multi-dam management approach with diversified management options. Although all negotiated outcomes produced a net loss compared with at least one of the Pareto-optimal solutions balanced across tradeoffs, some yielded benefits close to or better than specific Pareto-optimal solutions. All negotiated outcomes yielded improvements over the status quo outcome. Our findings highlight the potential for science-informed, stakeholder-engaged approaches to inform decision-making and improve environmental and economic outcomes.

Explaining self-efficacy development in an authentic higher education learning context of role-play simulations

Role-play simulations have become commonly used active learning methods to teach about complex, dynamic political processes. However, an understanding of why there is variation in student learning during such simulations is lacking. This study focuses on the development of student self-efficacy in negotiating over the period of one simulation. We investigate to what extent self-efficacy development can be explained by the individual characteristics of students. This study further contributes to the field by including perceived student cohesiveness as a social aspect of the simulation. Data from 84 participants were collected during a four-day Model United Nations (MUN) simulation. Self-efficacy in negotiating was measured using 12 measurement times, and the data analysed using multilevel growth modelling. Results show a statistically significant linear increase in self-efficacy in negotiating over the period of the simulation. Compared to the time factor, individual characteristics explain variation in self-efficacy development to a larger extent, of which perceived student cohesiveness contributes the most.

Virtual role-playing simulation as clinic: A model for experiential learning of critical thinking skills.

Virtual role-playing simulation as clinic: A model for experiential learning of critical thinking skills.

A framework to prepare the application of virtual worlds in distance education in developing countries

This paper presents a framework to help preparing the implementation of virtual worlds, emphasizing on the requirements that distance education students need to meet to have a successful learning experience. A virtual world was developed using the OpenSimulator platform, under the pedagogical perspective of the Experiential Learning model, in a role-play simulation approach. An exploratory study was carried out with 19 experts from three different domains, collecting specialized feedback around technical and pedagogical dimensions, considering the target audience peculiarities, especially focusing on developing countries. The results culminated with the proposal of eight guidelines to harness the potential of the technology of virtual worlds for distance education.

A Role-Playing Activity for Medical Students Demonstrates Economic Factors Affecting Health in Underprivileged Communities.

BackgroundInnovative teaching-learning strategies are necessary to promote community orientation and foster awareness of the social determinants of health among millennial learners in the health professions.MethodsThe authors designed a role-playing simulation activity that aims to highlight the multidimensional nature of health and develop in students an appreciation of the day-to-day experiences of underserved populations. The current investigation aimed to evaluate the utility of the role-playing activity and guided reflection in terms of the students’ appreciation of economic factors that affect health and health-seeking behavior of patients and their recognition of the role of healthcare professionals with respect to issues related to poverty and health. Thematic analyses of the insights and observations of the students immediately after the activity and the anonymized reflection papers were done to identify recurring ideas that made an impression on them.ResultsThe students were able to identify that in a setting with limited employment opportunities and low-income potential, the residents prioritized food and shelter over everything else. They also chose cheaper products over healthier options. Practically everyone forewent out-of-pocket healthcare expenditure in order to minimize its disruptive consequences. In these settings, the students highlighted the role of society and government in the provision of services and in community development. The students also emphasized the necessity for competition among a number of providers of goods and services to reduce prices. When asked if healthcare professionals are contributing to the widening gap between rich and poor, 70% agreed, 9% disagreed, 14% did not give a direct answer, and 7% said that healthcare professionals contributed in some ways and alleviated in other ways. The most commonly cited behavior that contribute to this disparity are the decision to seek highly specialized training, the congregation of practitioners in highly urbanized centers, and inattention to the economic difficulties of most patients. Those who disagreed with the statement cited systemic problems as the driving force that widens the disparity. In particular, these students cited the commodification of healthcare and related services, inappropriate policies, and insufficient funding specifically for services and health human resources.ConclusionThe evolving landscape in healthcare financing requires more preparation among our medical students and trainees. Innovative strategies such as role-playing activities and guided reflection are useful in demonstrating economic factors that influence health and promote better understanding of externalities that shape the health status of individuals and communities.

I love this game: the interplay between experience and background in role-playing simulations: insights from MUN participants in Italy and the Netherlands

In recent years, a growing body of literature has widely investigated the impact of role-playing simulations in teaching politics and international relations. While scholars agree that participating in simulations is helpful for the students in developing their skills, the evidence about benefits is more mixed. Moreover, the question whether all students—regardless of their demographic or academic background—benefit similarly from simulations remains largely unanswered. This article, based on a cross-national survey submitted to students from Italy and the Netherlands who have participated in the Model United Nations (MUN), provides an innovative contribution to the current literature by looking at views and opinions of students coming from different educational contexts. Our empirical results suggest that students perceive that MUN increases their skills regardless of their academic and socio-demographic background. The quantitative analysis, based on OLS regression models, reveals that the individual students’ background does not influence their perceived benefit, nor their enjoyment of the experience. MUNs appear to be educational as well as fun for all students, regardless of their age, gender, field of study, seniority, and academic homeland.

Simülasyon Uygulamaları: Türk Sosyal Hizmet Eğitimi İçin Potansiyel Bir Yaklaşım

Social work education all over the world is reshaped within the framework of social entrepreneurship, social innovation, the use of information and communication technologies, role-play simulations of clients by actors, and simulation applications involving computer-based virtual reality. In social work simulation programs and applications prepared according to certain scenarios and cases, students may be expected to observe, to make certain decisions, to use professional skills, to measure empathic responding abilities and to evaluate the course of professional intervention methods while working with clients. On the other hand, although computer-based virtual reality simulations lack sincerity in face-to-face role-playing, they have some strong benefits in traditional prevention or intervention program formats. While accessing to this technology has become easier in the world than ever, this is a dream not yet realized in Turkey in social work education presentation. Ultimately, this article aimed to direct social work educators to use simulation methodology and techniques. Fortunately, there are professionals and academicians who feel the need for revision of social work education in Turkey with new technological developments, understand the contribution of technological knowledge and communication, and advocate the use of social entrepreneurship, innovation and simulation techniques in education.

‘It’s like being in bubbles’: affordances and challenges of virtual learning environments for collaborative learning in interpreter education

ABSTRACT We report on a study evaluating the educational opportunities that highly multimodal and interactive Virtual Learning Environments (VLE) provide for collaborative learning in the context of interpreter education. The study was prompted by previous research into the use of VLEs in interpreter education, which showed positive results but which focused on preparatory or ancillary activities and/or individual interpreting practice. The study reported here, which was part of a larger project on evaluating the use of VLEs in educating interpreters and their potential clients, explored the affordances of a videoconferencing platform and a 3D virtual world for collaborative learning in the context of dialogue interpreting. The participants were 13 student-interpreters, who conducted role-play simulations in both environments. Through a mix of methods such as non-participant observation, reflective group discussions, linguistic analysis of the recorded simulations, and a user experience survey several dimensions of using the VLEs were explored including the linguistic/discursive dimension (interpreting), the interactional dimension (communication management between the participants), the ergonomic dimension (human-computer interaction) and the psychological dimension (user experience, sense of presence). Both VLEs were found to be capable of supporting situated and autonomous learning in the interpreting context, although differences arose regarding the reported user experience.

Современные особенности организации педагогического и воспитательного процесса в медицинских вузах

Modern requirements for training of highly qualified specialists at a medical university, who are ready for making independent decisions and continuous professional development, provide for the competent use of various pedagogical approaches and technologies for development of practical skills. To determine the preferred choice of the optimal training technology, we surveyed senior students of the medical university faculty of General Medicine. Graduate students assign a more important role to the content and practical significance of the training sessions, development of practical skills and analysis of clinical cases, while the 5th year students primarily pay attention to the illustrative component of the information provided, the use of role-playing simulation games. To ensure high quality professional training, a modern medical university teacher should give importance to individual approach to students and assess students’ achievements based on their portfolio.

Blended learning in higher education: a transition to experiential classrooms

PurposeThe purpose of this paper is to critically evaluate the learning effectiveness and engagement of blended learning tools in a management course of negotiation skills. The study addresses the dilemma brought to light through literature regarding the learning effectiveness of roleplays as a teaching tool in negotiation training. The study compares the impact of traditional roleplays vis-à-vis roleplays fused with blended tools on learner's performance. The endeavour is to investigate the learning effectiveness of traditional tools (roleplay simulation and lecture) vs blended learning tools (flipped classroom, massive open online courses, independent study fused with roleplay simulation).Design/methodology/approachThe current study delves into a negotiation course to conduct experimental research comparing traditional and blended learning tools. The total number of students who participated in this study were 80.FindingsThe findings indicate the improved learning effectiveness of blended learning tools vis-à-vis traditional tools. Generation Z students were more engaged with the use of blended learning tools and enjoyed the experience. The study recommends blended learning tools for educators aiming to transition from traditional learning to interactive learning to create experiential classrooms.Research limitations/implicationsLimited sample size and single group experimentation are some limitations of the study. Some latent flaws in the implementation of roleplay simulations in negotiation training were revealed during the study. The study focuses solely on a negotiations course taught to management students.Practical implicationsThe study would help academic institutes to comply with the pressing need to impart experiential learning in the classroom. The research would act as a bridge between the industry expectations and academia deliverables.Social implicationsThe study would help academic institutes to comply with the pressing need to impart experiential learning through blended learning in the classroom. The research would act as a bridge between the industry expectations and academia deliverables.Originality/valueThe study addresses the dilemma in the literature, which, on the one hand, upholds the learning effectiveness of roleplays as a teaching tool, and on the other hand, suggests that roleplays have lost their applicability due to advancement in students' exposure to technology. The study in itself is unique, as it addresses the need for higher student engagement in the classroom.