Role-play Training Research Articles

The Effectiveness of Role-Playing Training on Emotional Self-disclosure and Sense of Coherence in Students with Hearing Loss

Background: Hearing loss can lead to various complications, including difficulties in language and speech development, as well as cognitive, psychological, social, occupational, educational, and learning impairments. Objectives: This study aimed to determine the effectiveness of role-playing training on emotional self-disclosure (ESDS) and sense of coherence in students with hearing loss. Methods: The study was a quasi-experimental design with a pretest-posttest approach and a control group. The statistical population included all students with hearing loss in the first and second high schools for the exceptional in Ahvaz City in 2023. A sample of 30 individuals was selected using the convenience sampling method and randomly assigned to either the experimental or control group (15 participants each). Students completed the Emotional Self-disclosure Scale and Sense of Coherence Questionnaire in both pretest and posttest phases. The experimental group received role-playing training in ten 90-minute sessions. Data were analyzed using analysis of covariance. Results: Role-playing training had a significant positive effect on both emotional self-disclosure and sense of coherence in students with hearing loss (P = 0.001). The post-test results showed that the experimental group scored significantly higher than the control group in emotional self-disclosure (147.73 ± 15.11 vs. 102.60 ± 16.18) and sense of coherence (97.40 ± 13.86 vs. 67.80 ± 8.14) (P = 0.001). Conclusions: Role-playing training can be a valuable intervention for enhancing the emotional well-being of students with hearing loss. This study contributes to the growing body of knowledge on interventions aimed at improving emotional well-being in students with hearing loss. Role-playing training emerges as a promising approach with the potential for implementation in educational and therapeutic settings.

Assessment of the safety culture of the Clinical Center of Sechenov University

Formation of safety culture is a basic requirement of international standards and Roszdravnadzor’s Proposals (Practical Recommendations) for quality and safety of medical activities in Russian Federation. A developed safety culture influences the reduction of undesirable events in medical organization. Aim. To assess the level of safety culture of the Clinical Center of Sechenov University with the subsequent development of a strategy for its improvement. Materials and methods. The study was conducted using the Hospital Survey on Patient Safety questionnaire adapted by the authors according to the methodology of the Agency of Healthcare Research and Quality. A total of 1049 medical workers of the Clinical Center of Sechenov University participated in the survey. Statistics To assess the reliability and consistency of the obtained results, the Cronbach’s Alpha coefficient was calculated in IBM SPSS program, statistical analysis was performed, and comparative analysis with international databases was carried out.Results. Middle medical personnel 45.2 % (n = 474), physicians 40.6 % (n = 426), junior medical personnel 11.7 % (n = 123), residents 2.5 % (n = 26) participated in the survey. Representatives of the most high-risk specialties participated more actively: anesthesiology and resuscitation 12.3 % (n = 129), surgery 9.6 % (n = 101), cardiology 8.3 % (n = 87). The strongest component of safety culture was teamwork within departments 83.1 % (n = 872). Nine components were found to be neutral. Two components were the weakest requiring improvement: staffing 44,5 % (n = 467) and non-punitive response to adverse events 47.1 % (n = 495). The overall safety culture level of the Clinical Center was 64 %. Comparative analysis with foreign data showed that the level of safety culture of the Clinical Center is higher than the average of the Organization for Economic Cooperation and Development countries and Saudi Arabia (52 %), and is on par with the indicators of medical organizations in the United States of America (65 %). The strategy for improving the safety culture of the Clinical Center has been to develop a culture of reporting: anonymous collection of reports of adverse events electronically, role-playing training of employees in a game format on how to report and deal with adverse events, and launching a competition, “Sechenovtsy for Safety. Incidents”.

Results of professional interventions of gatekeeper training programs for college student suicide prevention: A systematic review

immediate prevention efforts. It is the second leading cause of death among college students aged 15-29. To this day, mental health issues decrease students' academic achievement—while less help and treatment are given. This review aims to identify the available literature regarding professional interventions for campus suicide prevention, and preferences for suicide crisis service support options among college students. Method: Data were based on Scopus, Science Direct, Wiley, and EBSCO using some keywords such as intervention, suicide prevention, and college student. This review applied Preferred Items for Systematic Review and Meta-Analysis (PRISMA) to analyze 15 articles extracted from the database with a specific criterion published in the last five years (2018-2022). Results: The results point out that an effective intervention to prevent suicide among college students is a gatekeeper training program. Gatekeeper training programs by providing mental health lectures and lectures, discussions, role plays, online open course modules, and messages via email or telephone involving lecturers, staff, campus security, and students provide positive results in efforts to prevent suicide. Students most frequently choose social assistance—that is, help from friends, parents, and lecturers—as well as counseling or psychiatric treatments for their mental health needs. Conclusion: Providing mental health information to gatekeepers through lectures, discussions, role-play training, online open course modules, and messages via email or telephone involving lecturers, staff, campus security, and students has provided positive results in suicide prevention efforts.

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.

The effect of reverse roleplay training to improve the counselor’s mind skills

Mind skills become the counselor’s internal competencies that support the counselor’s self-development in providing guidance and counseling services. Mind skills consist of six components that are interrelated and often integrated. The metacognitive thinking process is the key to success in how counselors can manage their thoughts and mental states through these six components. This study examined the success of the reverse roleplay training strategy to improve the counselor’s mind skills. The method was quasi-experimental quantitative with a pretest-posttest design. The subjects of this study were 31 counselors in Malang Raya, Indonesia. Data analysis in this study used two stages, descriptive statistical analysis and hypothesis test. The results showed that the counselor’s mind skills achievements before and after the intervention marked a difference with significant increase. Reverse roleplay increased the participants’ understanding and experience of the thoughts, perceptions, and feelings from broader perspectives. The counselor’s mental experiences involved during counseling sessions become a “full presence” for the therapeutic relationship. This research suggests further research to explore the counselor’s mental experiences in detail. As for practical implication, the reverse roleplay is recommended as a training design for improving the internal competencies of counselors and educators in general.

Effectiveness of Training Methods on Shot Put Athletic Learning Results

Athletics is the oldest sport or known as the Mother of Sport. The Mother of Sport is also called the mother of all sports. The reason athletics is called the Mother of Sport is because athletics is a combination consisting of walking, running, jumping and throwing.Athletic learning especially shot put at school, is increasingly in demand by students. This is due to the quality of the material provided by the teacher, this study aims to compare role-playing training methods of bullet repelling. The method used in this study is a 2x2 factorial experiment. The subject involved was students of athletic extracurricular members totaling 40 students. Data analysis in this study is two-way ANOVA using SPSS 20. The results of this study are 1) There is an effect of training methods on learning results of bullet repelling, 2) the effectiveness of learning outcomes is influenced by the quality of high arm muscle power, and not influenced by strength to the effectiveness of learning outcome to reject bullets. The conclusion can be adjusted to the characteristics of student learning.

Use of virtual reality compared to the role-playing methodology in basic life support training: a two-arm pilot community-based randomised trial

IntroductionVirtual reality (VR) is a technology that allows us to replace our real environment with one created with digital media. This technology is increasingly used in the training of healthcare professionals, and previous studies show that the involvement and motivation of students who participate in activities that use VR increases compared to those who undergo training with the traditional methodology. The main aim of the study is to evaluate the learning curve of the students using a VR environment, to evaluate the satisfaction with the training activity and the cost, and to compare them with training that uses role-playing methodology.MethodologyTwo-arm community-based randomised trial. The control arm will base the training on the usual role-playing methodology. The second arm or intervention arm will base the Basic Life Support (BLS) training on a VR programme.ResultsStatistically significant differences are observed in the percentage of correct answers in favour of the group that used VR as a learning methodology in the test taken at the end of the course. These differences disappear when comparing the results of the test performed at six months. The satisfaction rating of the role-playing training activity has a score of 9.37 out of a total of 10 and satisfaction with the VR methodology has a score of 9.72. The cost analysis shows that the cost of training a student by role-playing is 32.5 euros and, if trained by VR, it is 41.6 euros.ConclusionsVR is a tool that allows the consolidation of a greater amount of knowledge in the short term and can be used for situations such as pandemics, where traditional formats are not available. In relation to student satisfaction with the training activity, the rating in both groups is very high and the differences are minimal. The results will be directly applicable to the decision making of BLS training in Central Catalonia in relation to the scheduling of training activities that use the VR methodology in an uncertain environment.

Role-playing training method for intern impression-taking training.

Role-playing training method for intern impression-taking training.

Teaching how to break bad news in Oncology: In-class vs. virtual peer role-plays

We report two different peer role-play training courses for breaking bad news (BBN) in Oncology, the classic "in-class" model and the "virtual" peer role-play (VPRP) model developed during the SARS-CoV-2 pandemic. Each session included 20-25 4th year medical students supervised by two practitioners experienced in oncology. After an ice breaking activity to exchange with students on means to promote hope to patients when BBN, peer role-plays started. Pre-and post-session questionnaires were submitted to evaluate students' satisfaction, attitudes, and perceptions. Pre-and post-session knowledge test were realized. Each student has participated to only one peer-role play either "in-class" (2018) or VPRP (2020). In 2018, a total of 222 students received the "in-class" training. In 2020, a total 431 students received the VPRP training. For almost all students it was the first peer role-play training session. Before training, reported level of confidence in BBN was low. After training, students of the VPRP group were highly satisfied regarding quality (realism, organization). Students also reported great interest and perceived benefits. Students who underwent "in-class" training course showed a significantly higher improvement (+1.9 points) of their knowledge scores compared to those who underwent the VPRP training course (+0.7 points) (P-value=2e-16). The two methods seem beneficial to improve knowledge skills in BBN although "in-class" training class seem to be more efficient. To our knowledge, this is the first comparison between virtual and in-class peer-role play training for BBN in oncology.

Psychotropic Medication Informed Consent: A Cross-Specialty Role-Playing Skill Builder.

IntroductionObtaining informed consent (IC) is an essential medical practice. Utilization of IC role-playing training with medication study cards and self-peer-supervisor review should improve student fund of knowledge and strengthen IC skills for clerkship-level medical students.MethodsBetween 2017 and 2020, approximately 555 clerkship medical students used our formative role-playing exercise tools. Students independently prepared psychotropic medication study cards and role-played IC during group didactics. Peer and supervisor reviews were not recorded but were discussed as a group. Students completed routine anonymous postclerkship surveys regarding the IC exercise. An enhanced IC curriculum was deployed in 2020, adding a training video and peer/supervisor feedback form. Student feedback and specialty shelf exam scores were reviewed to assess the exercise's effectiveness.ResultsSurveys indicated satisfaction with the exercise and increased confidence in obtaining IC. Interestingly, the student group that received enhanced IC training had fewer shelf exam failures than those without, perhaps indicating improved fund of psychotropic medication knowledge.DiscussionPeer role-playing IC training is well accepted by students, allows practice of essential elements of IC and shared decision-making, and provides an engaging way to improve medication fund of knowledge. Our clerkship has initiated development of an IC objective structured clinical examination station and is adapting the exercise across specialties for longitudinal learning in response to the positive feedback and ease of use. Structured review of psychotropics and peer IC role-playing can be tailored for other specialties, medications, and procedures and further developed for use in pre- and postclerkship education.

Improving Interprofessional Attitudes Towards Mental and Physical Comorbidities: The Effectiveness of High Fidelity Simulation Training Versus Roleplay

BackgroundTeaching and training methods may be failing to keep up with complex healthcare needs and services. Simulation training is an innovative tool that can be used to train healthcare professions to manage interacting mental and physical health needs, and to improve care through interprofessional collaboration. However, the utilisation and evidence behind simulation training is lacking in relation to mental health care. This paper aims to compare the effects of simulation and roleplay training for mental-physical comorbidities on interprofessional attitudes. MethodsParticipants took part in one of two courses: a simulation workshop (n = 29) or a didactic and roleplay-based course (n = 99). The Readiness for Interprofessional Learning Scale (RIPLS) scores were collected pre- and postcourse and compared by training course. ResultsSimulation showed statistically significant improvements in attitudes towards interprofessional collaboration whereas the roleplay course highlighted no significant changes postcourse. ConclusionsSimulation is an effective educational and training tool that can be applied to mental healthcare and mental-physical comorbidities. Attitudes towards interprofessional collaboration can be improved more effectively through simulation training by increasing knowledge, understanding, and confidence.

Which teaching method is more effective in a communication course - role-playing versus simulated patients, taught by tutors or faculty staff? A randomized trial.

Aim: Communicative skills can be taught and trained as part of medical training. In these courses, lecturers or tutors serve as instructors, and students perform interviews with simulated patients (SP) or role-play (RP) with fellow students. The present study was conducted to identify the combination of applied teaching methods that is most effective.Method: n=144 third-year (5th semester) medical students attended a medical history-taking course that consisted of three separate sessions (90 minutes each). Students were randomized into three groups. Groups 1 and 2 received training with SP in sessions one and two, followed by RP training in session three; (teaching by lecturer = SP-Lecturer group vs. teaching by tutor = SP-Tutor group). Group 3 received two sessions of RP training and a SP-based training in session three (teaching by tutor = RP-Tutor group). After completing the course, students had to rate their learning success using a short questionnaire, pass an SP-OSCE station and were supposed to answer exam questions.Results: The OSCE performance of both the SP-Lecturer group (n=28) and the RP-Tutor group (n=44) was significantly better than that of the SP-Tutor group (n=26; p=.018 and p=.041, respectively). All groups reported an increase in self-rated history-taking skills (p<.001). There was no difference between groups in the results achieved on the final exam.Conclusions: Students receiving SP-based teaching benefit more from a lecturer-taught course, while students instructed by tutors benefit more from RP-based teaching. The significant learning progress highlights the great advantage of taking the course as part of medical studies. Further research should aim to determine at which time each teaching method improves learning progress most effectively.

Comparing the effect of traditional and role-play training methods on nursing students' performance and satisfaction in the principles of patient education course.

BACKGROUND:Education is considered as one of the most important well-known roles of nurses, which is based on the patients' needs and awareness level. Thus, training the skill to nursing students is highly prioritized. The present study aimed to compare traditional and role-play training methods on nursing students' performance and satisfaction in the principles of patient education course.Materials and Methods:The present quasi-empirical study was conducted in 2019 among 36 fourth-semester nursing students at the School of Nursing in Borujen branch. In this regard, the students were randomly divided into experimental (n = 18) and control (n = 18) groups and trained through role-play and traditional methods, respectively. The data were collected using demographic questionnaire, training method satisfaction form, and student performance evaluation checklist (30 items), among which the two last ones were researcher made. Then, data were analyzed by SPSS software version 19 and using descriptive and analytical statistical tests such as Chi-square and Mann–Whitney.RESULTS:The results demonstrated a statistically significant difference (P < 0.05) between the mean score of students' satisfaction with teaching method in the control (17.15 ± 0.89) and experimental groups (19.03 ± 1.49), as well as between that of their performance in the control and experimental groups (115.31 ± 2.07 and 118.28 ± 3.59, respectively).CONCLUSION:Based on the results, role-play training method affected nursing students' performance in the principles of patient education course higher. Thus, using the method in training students and in-service training for nursing personnel is recommended to education planners and nursing education authorities for improving the skill.

Restructuring an Assessment Leadership Institute During the 2020 Pandemic

The University of Hawai‘i at Mānoa Assessment and Curriculum Support Center successfully transformed a four-day, in-person Assessment Leadership Institute (ALI) into an online, four-day program designed to cultivate leaders who facilitate collaborative program learning assessment. We share eight successful strategies, including using the flipped classroom model, role-plays in facilitation simulations, facilitation role-play training prior to the Institute, clear online file structure, dedicated support person, assessment coaches, shared planning scripts, and regular communications. Our observations, participants’ self-reflections, and the ALI evaluation provide strong evidence for the effectiveness of the eight strategies, as well as the success of the inaugural online ALI at the University of Hawai‘i at Mānoa.

Triad-based, Scenario Role-Play Training Increases Staff Self-Efficacy in Recruiting For and Delivering PSE Interventions to SNAP-Ed Community Sites

Discuss how triad-based, scenario role-play is an effective method in increasing staff self-efficacy in delivery of PSE interventions to SNAP-Ed community sites.

Ultimate Broadening of the Concept of Marketing: B-to-O-to-C Training Service Professionals Not to Inadvertently Kill Their Clients

ABSTRACT Purpose This précis on recent service breakdown prevention (SBP) theory and research advocates innovation organizational leadership and actions via business-to-organization (B-to-O) training focusing on how to manage face-to-face server-client encounters by designing/engaging in effective processes to achieve highly desirable outcomes. This research note advocates the use of role-playing training in experiencing simulated disastrous processes and how-to-avoid such outcomes. Focus This research note builds and extends prior research on “broadening the concept of marketing” to organizational-client contexts beyond retail store setting, telephone, and website-e-mail interactions by recognizing and adopting B-to-O-to-C frontline engagement in server–client interactions – where “B” includes effective trainers/firms helping organizations (O) (e.g. police departments) to SBP tools with civilians (C). The research note briefly reviews available (numerous) videos of uninformed frontline services attempting to enforce unlawful procedures and bad organizational policies with highly knowledgeable clients (e.g. bodycam videos of servers offering unsolicited help and by “first amendment auditors”). “Client” is used broadly here to include consumers and citizens performing naturally occurring “normal” acts and legal acts appearing unusual to servers, as well as consumers engaging in purchasing/returning products and services. Recommendations This research note points out the general absence of scholarly research in relevant literature comparing the effectiveness of alternative training program designs focusing on delivering high-quality serving. Managerial implications The research note here provides clues on how to move forward in providing effective training of both high-quality service and decreasing bad service practices – by first recognizing that these two objectives have asymmetrically different configurations of causes.

Educating to Say ‘no’ to Reject High-Risk Suggestions Through Roleplaying Model Among Middle School Students

Background: As the adolescents lack necessary social and communicational skills, the present study aimed to educate to say ‘no’ to reject high-risk suggestions through the use of role play model. Methods: In a field trial, 145 female students using randomized sampling were selected in Arak. The checklist made for saying ‘no’ was completed before, immediately and two months after the intervention for students. The study was conducted based on the skill of saying ‘no’ through role-play training method. Data were analyzed by descriptive and inferential statistical tests through SPSS. Results: The mean scores of skills of saying ‘no’ to reject high risk suggestions showed a significant difference among the subjects before, immediately and two months after intervention (respectively p=0.000, p=0.009) Conclusion: The results indicate that the educational interventions of preventive behaviors are necessary for students to improve their skill of saying ‘no’.

Role-play in Endodontic Teaching: a Case Study.

Objective: To investigate the role of the application of role-play in endodontic study in improving the communication skills of Chinese dental undergraduates prior to their direct interactions with patients at the Fourth Military Medical University’s School of Stomatology, China. Methods: Students were recruited from the 5-year bachelor’s programme (n = 36) and randomly divided into six groups, and from the 8-year DDS programme (n = 10) and randomly divided into two groups to participate in the role-play training. Cases selected randomly from the case pool were distributed to the groups. The teacher gave an outline of the roles in the simulation. Each member of each group randomly selected their own role for the role-play. Four types of surveys were distributed to students and faculty members at different points after the role-plays had taken place, to evaluate their attitude towards the use of role-plays in endodontic study. Frequency analysis and a one sample t test were used to describe and analyse students’ acceptance of role-play as a teaching technique. The level of statistical significance was set at P < 0.05. Results: Students’ performance and satisfaction as well as the supporting faculty responses were very favourable towards role-playing. In total, 93.5% of students responded favourably to the role-play, answering ‘strongly agree’ or ‘agree’ to the positive statements about their role-play performance. A total of 95.1% of students stated that they had benefited psychologically and technically from the role-play (‘strongly agree’ or ‘agree’) after their 1-year rotating internship. Conclusion: The application of role-play in endodontic study is an effective way of educating Chinese dental undergraduates and can be beneficial for their transition from students to dentists.

Examination of the effects of a role-playing training program for the improvement of planning and management skills of public health nurses

Objectives The Japan Health Insurance Association (JHIA) conducts training in each branch facility to improve the ability of public health nurses (PHNs). The headquarters of the PHNs of JHIA and the researchers conducted a training program for leaders of PHNs at each JHIA branch. The goal of the program was to create a training plan using role-play to acquire facilitation skills. This study aimed to examine the effects of training.Methods The study was designed in accordance with the Instructional Designs. The training goals were as follows: (1) understanding the role of facilitation and the facilitator in the debriefing session after the role-play, (2) understanding facilitation techniques, (3) being confident in performing as facilitators in the debriefing session; and (4) conducting the debriefing sessions using facilitation skills. The evaluation of the training was based on the Kirkpatrick model from the viewpoint of confidence in using facilitation, knowledge of facilitation, and conduct of training and utilization of facilitation technology. Questionnaire evaluations were conducted three times before the training, immediately after the training, and three months after the training. In August 2016, 4.5 hours of training were conducted in one day.Results There were 79 participants in the training group. The mean points of knowledge and confidence were 2.6-3.6 before training, 6.3-7.9 after training, and 6.0-6.9 at 3 months after training. The participants rated their interest in three questions of the training as high as 8.1-8.6. In addition, 64.6% of participants held a role-play session at each branch within three months of the initial training. In the role-play session planned by the participants, the practitioners implemented the explanation of the purpose and the rules at each branch 96.1% and 98.0%, respectively. Participants who had attended facilitation training prior to our program scored higher points of knowledge and confidence before and after three months. Three months after the training, 79 participants responded to the question of the role of the facilitator in role-playing. The descriptions were categorized into "opinions on the basics and planning of role-play training" and "opinions on the roles in retrospectives."Conclusion The participants evaluated the training contents and the materials used as appropriate, and their knowledge and confidence in facilitation improved after the training. To maintain and improve facilitation skills, the educational system needs to implement training using role-playing at each branch consistently.

Efficacy of a Short Role-Play Training on Breaking Bad News in the Emergency Department.

IntroductionBreaking bad news (BBN) in the emergency department (ED) represents a challenging and stressful situation for physicians. Many medical students and residents feel stressed and uncomfortable with such situations because of insufficient training. Our randomized controlled study aimed to assess the efficacy of a four-hour BBN simulation-based training on perceived self-efficacy, the BBN process, and communication skills.MethodsMedical students and residents were randomized into a 160-hour ED clinical rotation without a formal BBN curriculum (control group [CG], n = 31) or a 156-hour ED clinical rotation and a four-hour BBN simulation-based training (training group [TG], n = 37). Both groups were assessed twice: once at the beginning of the rotation (pre-test) and again four weeks later. Assessments included a BBN evaluation via a simulation with two actors playing family members and the completion of a questionnaire on self-efficacy. Two blinded raters assessed the BBN process with the SPIKES (a delivery protocol for delivering bad news) competence form and communication skills with the modified BBN Assessment Schedule.ResultsGroup-by-time effects adjusted by study year revealed a significant improvement in TG as compared with CG on self-efficacy (P < 0.001), the BBN process (P < 0.001), and communication skills (P < 0.001). TG showed a significant gain regarding the BBN process (+33.3%, P < 0.001). After the training, students with limited clinical experience prior to the rotation showed BBN performance skills equal to that of students in the CG who had greater clinical experience.ConclusionA short BBN simulation-based training can be added to standard clinical rotations. It has the potential to significantly improve self-efficacy, the BBN process, and communication skills.