Role-playing Exercises Research Articles

TourAmerica

TourAmerica is negotiating a master contract with Voyager Inn International (Bethesda) for hotel rooms during the 1995 tourist season. Issues under consideration include number of rooms during peak, mid-, and off-periods, room rates, breakfast prices, and the cost of ancillary services. While the hotel manager is evaluated on the basis of several criteria, including adjusted daily rates, occupancy rates, and food and beverage profitability, and is also provided with a utility scheme to facilitate trade-offs among the criteria, TourAmerica uses an effective cost per registrant (adjusted for intangibles). These two approaches provide an opportunity to contrast measurement schemes and to justify the use of utility functions. This case is a role-play exercise and must be used in conjunction with “Voyager Inn International” (UVA-QA-0463).

The Role of Play In Improving Young Children's Speaking Abilities

It is necessary to take action because the speaking abilities of the youngsters at Baitul Hikmah Early Childhood Education have declined. The purpose of this study is to enhance young children's speaking skills in early childhood education by using role-playing exercises. The John Elliot model of classroom action research is applied in this study methodology. Teachers, parents, and kids in Baitul Hikmah 1 Early Childhood Education are the subjects of this study. There are nine males and eleven girls among the twenty children. Data for this study were gathered through observation, interviews, and documentation. The researcher observed the children at Baitul Hikmah Early Childhood Education 1 and their speaking ability. Both quantitative and qualitative analysis were employed to analyze the data for this study. The study's findings demonstrate that playing activities can help Baitul Hikmah 1 Early Childhood Education students' speaking abilities.

Innovative Strategies for Fostering Student Engagement and Collaborative Learning among Extended Curriculum Programme Students

Massification in higher education has made the satisfaction of students’ needs unattainable among university lecturers. In contrast, the use of innovative strategies for collaborative learning enhances student engagement in the heterogeneous student context. Moreover, this paper aims to explore strategies for fostering student engagement through collaborative learning among first-year students at the University of Venda. To answer the research question of whether innovative learning designs in teaching and learning can foster students’ engagement and collaborative learning, subsequently, this paper employed a mixed-methods approach to gauge the effectiveness of different teaching strategies on student outcomes. Significantly, the purposive sampling approach was used to sample a group of 200 students in the Extended Curriculum Programme (ECP). The researchers used participant observation and narrative inquiry as data collection instruments in this paper. Furthermore, the students in their respective groups were assigned topics from the English and Biology modules to use their talents to demonstrate their understanding of certain complex concepts in these modules. The non-surprising findings of this paper elucidated that collaborative learning expedites students’ mastery of key concepts and subject content through the integration of talents. The module lecturers introduced students to these innovative designs to ensure collaborative learning and effective student engagement. The key findings articulated that these aspects, namely role-playing exercises, group projects, peer-to-peer learning, use of talents, peer feedback, and so forth, have the potential to improve student performance and academic success. The implication of this study is that students learn to work together, delegate responsibilities, improve participation, and communicate effectively to attain a common goal. Using these strategies, lecturers promote collaboration among students and foster a more engaging and interactive learning experience. This paper further recommends the integration of students’ talents as an effective strategy to foster student engagement and collaborative learning to track and monitor at-risk students at an early stage.

SVR (Self-Video Recording) Technique to Enhance Self-Confidence in English Speaking Proficiency

This explanatory sequential mixed-method study tackles the English language proficiency challenge faced by non-English major students, emphasizing the critical role of the college phase in shaping the pre-professional skills of Indonesian youth. It aims to assess whether the Self-Video Recording (SVR) technique can boost the self-confidence of them when speaking English. The research directly assesses first-year students at Universitas Tidar. The primary focus is on evaluating SVR's positive impact on self-assurance in English communication. Based on the data compiled, there is a consistent trend in the responses from students who participated in both the questionnaire and the interview. Out of the 65 students, it was reported that their confidence levels increased after undergoing the interventions carried out by the research team. This indicates that the majority of students who reacted positively to the role-play exercises and the implementation of the SVR technique to enhance their confidence in speaking English are likely the same group of students. Hence, it is plausible to consider that the research participants who observed only a slight improvement cannot be solely attributed to external factors but may also be influenced by internal factors, such as a lack of interest in speaking English and other related considerations.

Emotional Regulation in Peer-To-Peer Role-Play in Canadian Social Work Education: The Contribution from Standardized Clients in Medicine

ABSTRACT Peer-to-peer role-play in social work education continues to have widespread use in the teaching of generalist social work skills. For many students, however, the unfamiliarity of role-playing the client in conjunction with discussing clinical concerns may lead them to become emotionally dysregulated during the social work-client encounter. To explore strategies by which students can maintain emotional regulation when playing the client role, this study garnered the perspectives of Standardized Clients from Canadian medical schools who conduct repeated, simulated performances in the client role. Standardized Clients (N = 116) responded to an online, qualitative survey which explored how they manage their emotions during simulations. Thematic analysis revealed the following regulation strategies: 1) Internal: a) Distance self from the role, b) Immerse in the role, c) Focus on emotions; and 2) External: a) Putting on a performance, and b) The importance of self-care. This paper offers suggestions for social work educators to assist students playing the client in peer-to-peer role-play exercises.

Effectiveness of community-based family-focused interventions on family functioning among families of children with chronic health conditions: A systematic review and meta-analysis.

Community-based family-focused interventions can offer support to families of children with chronic health conditions. This review aimed to evaluate the effectiveness of community-based family-focused interventions in improving family functioning, disease knowledge, and child health outcomes among families of children with chronic health conditions. Eight electronic databases (MEDLINE, EMBASE, CINAHL, CENTRAL, PsycINFO, Scopus, Web of Science, and ProQuest Dissertations & Theses Global) and one trial registry (ClinicalTrials.gov) were searched from their dates of inception to October 2022. Meta-analysis was performed under the random-effect model when appropriate otherwise, findings were narratively synthesized. I2 statistics and Cochran's Q chi-squared test were used to determine heterogeneity. Quality appraisal was conducted by the Cochrane risk of bias tool and the Grades of Recommendation, Assessment, Development, and Evaluation approach at the study and outcome level, respectively. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines guided this review. Eight studies were included in this review. Community-based family-focused interventions were viable methods that could support families of children with chronic health conditions. Family-focused interventions that incorporate guided role-playing exercises for parents and children, psychoeducational components, and elements from relationship-focused interventions could support families more effectively. However, current findings are mostly limited to interventions conducted in patients' homes, and the long-term effect of these interventions cannot be determined. Overall, community-based family-focused interventions have the potential to offer valuable support to families of children with chronic health conditions, and future research could seek to improve the effectiveness of these interventions.

Co-constructing evaluation tools for role-play exercise in dentistry communications courses.

Co-constructing evaluation tools for role-play exercise in dentistry communications courses.

An exploration of communication skills development for student diagnostic radiographers using simulation-based training with a standardised patient: UK-based focus-group study

IntroductionCommunication is an essential skill for all healthcare professionals but is particularly challenging for diagnostic radiographers since their role involves conveying extensive information within a relatively short amount of time. One method to develop communication skills in radiography is through simulation-based training using high fidelity simulation activities. The use of video recording for reflection and debriefing are also important elements that can be utilised to enhance learning. The aim of this project was to explore student radiographers’ experiences of a simulation-based activity utilising a standardised patient designed to aid development of communication skills. MethodsFifty-two undergraduate 3rd year diagnostic radiography students at a single Higher Education Institution undertook a simulation roleplay exercise with an expert by experience (EBE) who acted in an anxious manner in order to challenge the student's communication skills following the simulation, students received a debrief session where detailed feedback was provided from the EBE and an academic. Students were also able to watch their video of the simulation and reflect. Students were invited to participate in a focus group to discuss their experience and the learning they had developed and 12 students participated. Transcribed material from the focus groups was thematically analysed to deduce themes of learning developed and ways to improve for future simulations. FindingsSix main themes were identified from the thematic analysis of the transcripts from 12 diagnostic radiography students. These were patient care, radiographer's role and responsibilities, personal development, feelings, fidelity, and pedagogy. The themes represented the key learning points expressed by students and also aspects of the simulation which could be improved.Overall, the simulation provided a positive learning experience for the students. Having a video recording of the scenario was regarded as beneficial to enable a depth of reflection on non-verbal communication skills, which would be beneficial in future simulation scenarios. Students were aware that even though they used appropriate language their overall manner affected the interaction with the expert by experience more significantly. Students also considered methods to improve their communication if they encountered a similar patient interaction in their future practice. ConclusionThere is great potential for simulation-based training in developing communication skills for diagnostic radiography students. EBEs are a vital addition to simulation and educational activities in Higher Education Institutions and should be involved with the design of simulation activities also, as they can bring unique patient insight.

Exploring the fluency and comprehensibility of a role-play-based speaking in a tourism are university

This research aims to measure the performance of role-play-based speaking in a tourism area university. This research is projected to determine the student's fluency and comprehension level on role-play-based speaking in a tourism area university. This research also explores the implementation of role-play-based speaking in a tourism area university. The researchers employed exploratory research of the small sample size; twenty-nine students were selected purposively to participate in this study voluntarily. In this research, the instruments that researchers used were speaking tests and an interview guide. The speaking test is designed to measure English speaking proficiency. The speaking test focuses on students' fluency and comprehensibility levels through role-play-based speaking. The researchers used dialogue to measure the student's views on implementing role-play-based speaking; this data was obtained from the interview. The interview results were analyzed in three steps: data condensation, data display, drawing and verifying conclusion. This research demonstrates the students' level of role-play-based speaking. The result showed that role play can improve students speaking performance in fluency and comprehensibility. This research highlights the positive impact of role-play-based speaking activities in an English Tourism class. The findings suggest that students engaging in role-play exercises demonstrate good fluency and comprehensibility in spoken English. Moreover, lecturers and students benefit from this approach by gaining confidence and enjoyment in speaking. Through this exploratory research, researchers generated preliminary hypotheses, which can be further tested using other research designs like descriptive or experimental research.

Applying Media-Richness Concepts for the Optimization of Industrial Negotiations

Despite increasing involvement in a global market and growing sophistication of salesperson technologies, salespeople feel unprepared to negotiate digitally and student-learning outcomes tied to digital negotiation exercises are unclear. The present study first outlines the digital negotiation role-play exercise and then compares student learning outcomes between digital and face-to-face negotiation role-plays. It answers research questions revolving around middle-range-richness mediums, i.e., digital communication tools relying mostly on text (e.g., SMS texts). The benefits of digital experiential sales negotiation exercises are uniquely important for building real-world industrial sales negotiation skills due to the complexity and quantity of negotiation messages exchanged.

Second language learning role-play: effects of patient and doctor roles on motivation and competence.

Role-playing has motivated foreign language learners for decades. In doctor-patient medical consultation role-plays, the doctor role has always been considered an important learning opportunity, whilst the patient role remained obscured. Our study, therefore, had a dual focus. We first explored how intrinsic motivation changes medical second-language (L2) learning through the lens of self-determination theory. We subsequently examined if playing the role of the patient provides additional value to medical L2 learning. We performed a mixed-methods study using a one-group pretest-posttest design. Participants were 15 student volunteers learning medical Dutch through peer role-play in medical consultations. Students completed a questionnaire before and after the course that measured changes in their intrinsic motivation to experience stimulation (IMES), feeling of relatedness, and feeling of competence. We also measured students' competence through a peer-rated checklist and the final course grades. At the end of the course, the students participated in semi-structured interviews to discuss their experience acting as patients. The data were subjected to the Wilcoxon signed-rank test and a thematic analysis. The pre- and post-questionnaires revealed that students' IMES as well as their feeling of relatedness increased. Their self-perceptions, feeling of competence, peer assessments, and final course grades demonstrated that students were competent in medical L2. Our thematic analysis led to the identification of five themes of the role-play exercise for medical L2 learning: (1) motivational experience, (2) supportive peer interaction, (3) setting up a role-play environment for medical L2 learning, (4) utilizing the patient role to benefit medical L2 learning, and (5) a novel patient perspective on the doctor's role. Our study found that role-play, by enhancing students' intrinsic motivation, feeling of relatedness, and competence development, aids the medical L2 learning process. Interestingly, playing a patient role in medical consultation was also found to support this process. We welcome future controlled experiments to confirm the positive impact of playing the role of the patient in medical consultation.

Disparagement humor permits unsafe COVID‐19 behaviors: A prejudiced norm perspective

AbstractExtending prejudiced norm theory, we hypothesized that memes diminishing the severity of the COVID‐19 pandemic promote tolerance of unsafe pandemic behaviors (as in contrary to contemporary advice of public health agencies, i.e., not wearing a protective mask) by establishing a perceived norm of tolerance for such behaviors. In Spring 2021, members of several Reddit communities (n = 106) reported their perceived threat of COVID‐19 and then completed a roleplay exercise in which they imagined they were with a group of friends in a church setting. In this context, participants viewed memes shared among their friends that belittled COVID‐19 (COVID‐19 disparagement condition) or memes unrelated to COVID‐19 (control condition). Then, participants responded to a vignette describing a woman confronting an usher about a couple who violated protocol by not wearing masks. The results supported our hypothesis. First, participants in the COVID‐19 disparagement condition perceived a greater norm of tolerance of the mask protocol violation among others in the immediate context compared to those in the control condition. Second, for participants who viewed COVID‐19 as a low threat, that local norm resulted in greater personal tolerance of the mask protocol violation. However, for participants who view COVID‐19 as a high threat, the local norm had no impact on their personal tolerance.

Community-engaged training in informed consent.

Inadequate training in the interpersonal skills of conducting informed consent conversations has long been noted as a challenge for clinical research recruitment and retention. To address this critical gap, Tufts Clinical and Translational Science Institute developed regular trainings for clinical research coordinators and other research staff on the practical skills of communicating informed consent using community members as simulated patients for role-playing exercises. In this paper, we assess the reach and effectiveness of these trainings and describe the impact of employing community stakeholders as simulated patients. We found that by embedding community members in the trainings, clinical research coordinators get to hear diverse perspectives, experience a range of patient responses, and learn from the lived experience of the communities that research tries to serve. Utilizing community members as trainers also helps to dismantle traditional power dynamics by demonstrating the organization's commitment to inclusiveness and community engagement. Based on these findings, we suggest that training on informed consent include more simulated consent exercises that feature interaction with community members who can provide real-time feedback to coordinators.

A counseling role-play exercises for training of graduate students of psychological professionals incorporating mixed research methods

A counseling role-play exercises for training of graduate students of psychological professionals incorporating mixed research methods

ROLE PLAY FOR TEACHING WOULD-BE ECONOMISTS FOREIGN LANGUAGE COMMUNICATION ON THE BASIS OF IMPLICIT SPECIALIZATION WITH VIDEO

The relevance of the topic. One of the urgent problems of modern methods of teaching foreign languages is the organization of teaching students of non-philological majors with the help of games. The relevance of this problem is caused by a number of factors. First of all, the intensification of the learning process poses the task of finding means to support students' interest in the material and to activate their activities that are being studied throughout the lesson. Educational games are an effective means of solving this problem. Secondly, one of the most important problems of teaching a foreign language is learning the oral language, which creates conditions for revealing the communicative function of the language, which enables the learning process to be closer to the conditions of real learning, which increases the motivation to learn a foreign language. The purpose of the research is to develop a set of role-playing exercises for training future economists in foreign language communication based on the strategy of implicit professionalization using a video phonogram. Implicit professionalization – integrated mastering by students of the initial stage of education of commonly used vocabulary and a part of economically marked lexical units (LU) in non-professional spheres of communication. Methodology. Role-play is a technique that allows students to explore realistic situations by interacting with other people in a managed way in order to develop experience and trial different strategies in a supported environment. Role-plays give students the opportunity to demonstrate how to use English in real life situations and make them focus more on communication than on grammar. Role-play activities can be a lot of fun however a class full of shy students may be reluctant to participate so it is important to know your students. Regardless of what type of role-play you intend to do, it is imperative that students feel comfortable with the necessary structures and vocabulary. Mini-role plays can be done in any lesson as a practice activity. Role-plays can also take an entire lesson especially if students are put in groups instead of in pairs. Role-plays can be used as end of term projects for intermediate and advanced students. Practical meaning. The material for the development of a complex of role-playing exercises based on the content of the video phonogram mainly served as fragments of educational video courses, which is due to the typicality of the communication situations presented in them and the presence of lexical units specially selected for activation and assimilation. The results. Based on the results, it was found that the role play method can improve students' speaking skills, increase self-confidence, collaboration among students, and make the learning atmosphere fun and interesting. Firstly, various reasons for using role-play techniques in the research context have been found. Participants tend to use role-play techniques because it creates a fun and enjoyable learning environment. Another important reason is that learners recognize this method will be less boring than conventional methods. It's a good way to help them reduce stress and pressure during English speaking practice. At the same time, learners enjoy role-playing activities because they can become different characters to communicate in real-life situations. Therefore, this is a great condition for them to practice speaking English more naturally in a foreign language learning environment. Secondly, it gives opportunities for students to express their creativity in the English learning process. Students can be more active and creative to participate in speaking activities in front of the class. This method helps learners to boost their confidence level and overcome their negative feelings in the process of communicating with others. Another advantage of using role-play techniques is to practice essential skills related to learners’ speaking ability such as pronunciation, intonation, and vocabulary. The regular practice of role-playing makes learners fluent in English. It is also a good way to help learners have more motivation to speak English and be able to communicate fluently and naturally. Prospects for further research. We see prospects for further research in the creation of role-playing games based on the content of a video phonogram for teaching foreign language communication to students of other specialties, whose professional vocabulary can be significantly expanded thanks to the use of implicit professionalization at the initial stage of learning.

Mindfulness training for community-based psychotherapists: a feasibility study.

While mindfulness training's feasibility has been assessed in many health care settings, the feasibility of teaching mindfulness to psychotherapists of various orientations for both self- and patient-care has not been explored. The objectives of this feasibility assessment were to determine the degree to which clinic psychotherapists were willing to complete a skills-based mindfulness training program; evaluate the acceptability of integrating mindfulness interventions into an urban community mental health clinic; examine the training's influence on both personal mindfulness practice and integration into patient care; and explore the impact of a support group following the training. Data on six aspects of feasibility were gathered through quantitative surveys, semi-structured qualitative interviews, and group observation and feedback, analyzed using grounded theory. Sixteen therapists and one administrator attended at least one session of this voluntary program and responded to the associated surveys. At 1-year post-training, 7 participants had attended one or more group support sessions, and 4 more than 50% of sessions. The following factors were identified as contributing to the training's success: significant interest on the part of clinic staff to receive the training; diversity of the teaching staff, buy-in from clinic administration, provision of meditation scripts, role-play exercises, the variety of practices taught, and case presentations. Therapists indicated that the training helped them create a personal mindfulness practice, and several proceeded to integrate mindfulness into client sessions. A bi-weekly support group organized after the training encompassed group practice, discussion, case presentations, and information about trauma-sensitive mindfulness. Clinicians identified the following challenges to integrating mindfulness into sessions: lack of scripts in client languages other than English, the unacceptability of mindfulness to some clients' religious beliefs, the lack of appropriateness for clients facing ongoing psychosocial crises, the lack of interest on the part of some clients, and the time constraints posed by brief therapy sessions. These findings indicate that such training may be feasible in community mental health settings given support from leadership and the presence of qualified facilitators within the organization. Adaptations to the training based on participant feedback can inform a larger scale trial that compares our protocol with another intervention in the treatment of a psychological disorder or condition identified by the participants as having responded favorably to the program.

Improvisation for Agricultural Communicators: Investigating the Effect of Paired Role-Play Discussions On Students’ Empathy Development Using a Quasi-Experiment

Empathy is integral to effective civil discourse because it enables people to understand others’ perspectives (cognitive) and feel concern toward others’ feelings (affective). Although no studies have empirically investigated agricultural communications students’ empathy development, scholars in other disciplines have identified improvisational role-play exercises as effective means to develop students’ empathy skills. Therefore, we sought to determine how paired role-play discussions affected agricultural communications students’ empathy development when compared to class-wide discussions during the course of one semester using a quasi-experimental pretest-posttest control group research design. The pretest-posttest survey instrument included Reniers et al.’s (2011) Questionnaire of Cognitive and Affective Empathy. Using Kolb’s (1981) experiential learning cycle as a guide, we developed study materials (i.e., lectures, case studies, readings, discussion exercises) focused on relevant skills needed to meet industry demands (i.e., brand assimilation, consumer engagement, public relations, content marketing) and implemented the materials during four class periods. We only facilitated active experimentation through role-play with students in the treatment group. After analyzing the data from 53 usable pretest-posttest responses using a mixed design repeated measures ANOVA, we found that paired role-play discussions and class-wide discussions, both focused on recognizing and affirming opposing perspectives, statistically significantly improved students’ cognitive empathy and total empathy, but not affective empathy. Therefore, we recommend instructors facilitate the type of discussion that would suit their teaching style, classroom dynamic, and students’ learning style best. If an improvement in affective empathy is also desired, then adapting the materials to include a focus on emotion contagion is necessary.

Clinical Trial Readiness for Spinal Muscular Atrophy: Experience of an International Educational-Training Initiative.

Several successful clinical trials have been conducted in spinal muscular atrophy (SMA) over recent years which have led to the approval of splicing modifiers and gene transfer therapies. With an increasing number of other agents progressing through pre-clinical and clinical development, increasing worldwide clinical trial readiness is becoming essential.SMA Europe initiated a clinical trial readiness project, which included the development of a pilot face-to-face educational-training initiative for clinical specialists and physiotherapists involved in SMA, with an emphasis on the patient perspective. Participants were selected through two surveys and, ahead of the meeting, a mock protocol with specific questions was provided. The initiative involved a series of presentations, role-play and interactive exercises. We describe here our experience and evaluation of this educational-training initiative, emphasising scientific aspects, psychosocial implications and level of satisfaction.From a participant, patient and industry perspective, such training was considered successful and met the objective, which was to improve clinical trial readiness in emerging sites. Resource planning, ethical considerations and communication with patients were identified as three important topics for future training. This initiative highlights the need to develop a training programme to achieve clinical trial readiness across Europe and showcases a collaborative effort with different stakeholders, clinicians, patient advocacy groups and sponsors to address an important issue.

Nursing Students' Use of Harm Reduction in the Clinical Setting.

The use and awareness of harm reduction education strategies are missing from nursing care of people with substance use disorder (SUD). To determine whether targeted training improved nursing students' application of harm reduction education in the clinical setting. This was an experimental 2-group repeated-measures survey study. Nursing students in a baccalaureate program received targeted training for 3 semesters. Training included presentations by people with lived experience, an addiction-trained physician, and a role-play exercise. Students received harm reduction education and reported on the application of this education. Students in the traditional track cared for more people with SUD than students in the accelerated track. Referral for treatment was the most common education provided, and information related to injection drug use was the least commonly taught education. Targeted training increased the number of harm reduction options nursing students presented to people with SUD in the clinical setting.

SYSTEM OF EXERCISES AND TASKS FOR PERSIAN INTERACTION COMPETENCE DEVELOPMENT TO PROSPECTIVE INTERPRETERS MAJORING IN NATIONAL SECURITY SAVEGUARD

The article outlines a system of exercises and communicative tasks for the development of Persian competence in dialogic speech of prospective interpreters majoring in national security. Two main models of teaching dialogue are identified - «top down» and «bottom up». The types and kinds of exercises and tasks are described, the developed system of exercises and tasks is realized in two stages. The first stage is introductory (top down); Stage II - cognitive-communicative (bottom up). The stages cover groups of exercises and tasks that cadets perform in the developed sequence - using Case study and role-playing exercises, which being combined allow to form and develop interaction skills, model communication situations and develop interaction abilities and strategies.