Group Role Play Research Articles

Comparison of gamification and role-playing education on nursing students’ cardiopulmonary resuscitation self-efficacy

BackgroundCardiopulmonary resuscitation (CPR) is one of the most fundamental skills a nursing student should be trained in. Gamification in education involves using game elements to increase motivation, engagement, and personalization of the learning process. The gamification method creates competition among students using various methods, comparing to the role-playing method which is a teaching method that allows individuals to actively engage in simulated scenarios. Therefore, this research aimed to compare the effect of CPR education using gamification and role-playing on the self-efficacy of nursing students.MethodsThis research was a quasi-experimental intervention type with three groups. A total of 154 nursing students participated in this study and were divided into intervention with role-playing (n = 53), gamification (n = 60) and conventional (lecture) (n = 41) groups. In the conventional method, CPR skills were taught to students using practical exercises. In the role-playing method, after training with moulages, a scenario was presented, and students were assigned roles. In the gamification method, after training with moulages, a scenario was presented, and after that, Kahoot software was used to create a sense of competition and excitement in the game. Self-efficacy scores were measured before and after interventions. Self-efficacy in CPR, knowledge, and skills of nursing students in CPR were assessed in each of the three groups using The Basic Resuscitation Skills Self- Efficacy Scale.ResultsIn the present study, 154 nursing students, including 92 females and 62 males, participated. There was a statistically significant difference in the mean self-efficacy scores before and after training in both the gamification and role-playing groups (P < 0.05). There was a statistically significant difference in the mean self-efficacy scores among the three groups (gamification, role-playing, and lecture) (P < 0.05).ConclusionBased on results it can be concluded that the teaching method used in CPR training affects the self-efficacy of CPR. Active methods, have a greater impact on CPR self-efficacy.

Effect of Problem-based Learning versus Role Play on Knowledge of Managing Aggressive Patient among Staff Nurses in a selected Hospital in Kolkata

Aim: The aim of the study is to evaluate the problem-based learning’s (PBL) efficacy versus role play (RP) on the knowledge of managing aggressive patients among staff nurses.Introduction: Managing aggressive patients is critical in health-care settings, necessitating effective training methods to enhance nurses’ skills. The study is grounded in the system model of Theorist Ludwig Von Bertalanffy.Materials and Methods: A non-equivalent pre- and post-test design was used utilizing purposive sampling of sixty nursing staff. Samples were given a validated and reliable (r = 0.89) knowledge questionnaire. Following the pre-test, PBL was introduced first group and RP to the other. Post-test was conducted on the 8th day. Paired “t” tests compared each group’s pre- and post-test results.Results: Both PBL and RP effectively enhanced knowledge. The value of paired “t” for the PBL group was 37.57 [t(29) = 2.05; P &lt; 0.05], improving from a pre-test mean of 11.1–19.8 post-test. The RP group’s paired “t” value was 25.04 [t(29) = 2.05; P &lt; 0.05], improving from 10.6 to 17.6. An unpaired “t” test showed that PBL was more effective than RP, with a “t” value of 4.67 [t(58) = 2.00; P &lt; 0.05]. There was no significant association between pre-test scores and demographic variables.Conclusion: PBL was superior to RP in improving staff nurses’ knowledge of managing aggressive patients. Future research should explore PBL in clinical settings and other educational methods alongside PBL and RP.

Effect of educational booklet and role-playing on the mothers’ knowledge and self-efficacy in newborn pain management: A quasi-experimental study

AimThis study was conducted to determine and compare the effect of training using the educational booklet and role-playing on mothers’ knowledge and perception of self-efficacy in newborn pain management. BackgroundAccording to studies conducted in Iran, mothers lack knowledge about newborn pain management; as a result, their self-efficacy in this field is questioned. DesignThis is a quasi-experimental study in which 111 mothers of hospitalized infants were allocated into three groups' control,’ ‘role-playing,’ and ‘educational booklet.’ The data were collected using the non-parallel method. The group order to collect the data was determined through drawing. The control group received routine training, including general information about comforting the baby by the mother. In the second group, in addition to routine care, mothers were provided with an educational booklet on newborn pain management, and in the third group, in addition to routine care, mothers were trained educational content through role-playing during two 90-min sessions. Mothers' perception of self-efficacy was measured using a researcher-made questionnaire. Analysis of variance and post hoc tests were used to analyze the data. ResultsThe results showed a significant difference between mothers' knowledge in role-playing and educational booklet groups compared to the control group (P < 0.00). Moreover, there was a significant difference in mothers’ self-efficacy in the role-playing group compared to the control group and the educational booklet group (P < 0.00). ConclusionAccording to the findings of this study, educational booklets and role-playing can be used to enhance mothers' knowledge levels. However, practical methods such as role-playing are recommended to increase mothers’ self-efficacy levels.

Impact of using peer role-playing on the clinical skills performance of pediatric trainees

ObjectiveThe aim of this study was to evaluate the impact of peer role-playing on the clinical skills performance of pediatric trainees.MethodsSeventy-eight clinical medicine trainees were randomly divided into a role-playing group and a traditional teaching group, with 39 students in each group. The role-playing group alternated between the roles of clinicians and patients, while the traditional teaching group received the bedside teaching mode of verbal instruction. After two weeks traineeship, mini-Clinical Evaluation Exercise(Mini-CEX) was used to evaluate the trainees’ competence in physician-patient communication and clinical practice. A questionnaire was given to the role-playing group to assess their satisfaction with the method.ResultsThe Mini-CEX scores showed that the role-playing group had superior clinical skills (p < 0.05), including communication, history taking, professionalism, organization, clinical skills, and physical examination, compared to the traditional teaching group. Furthermore, trainee satisfaction was high with the role-playing method,and the satisfaction were more than 95%.ConclusionThe role-playing method effectively improved the clinical skills of pediatric trainees, developed clinical communication skills, and enhanced the application of medical knowledge in a simulated medical environment.

Therapeutically Applied RPGs to Support Adolescent Social Connection and Growth During the COVID-19 Pandemic

ABSTRACT The COVID-19 pandemic’s negative impact on youth social and emotional health in the United States and worldwide is well documented. This study explores the ways in which virtually delivered Therapeutically Applied Role-Playing Games can support youth social/emotional development. The current study used parents and youth interviews to assess youth’s experiences with such a group. Inductive thematic analysis was used to explore participants’ descriptions of their experiences with therapeutically applied role-playing games, social and emotional development, and online programming during the pandemic. Benefits of the intervention included social connections with peers, practice with challenging scenarios, opportunities for self-expression, practice perspective taking, and engagement with storytelling and creativity. Results also suggest that there are benefits to these groups during the pandemic, as noted by participant reports in the areas of social connections and collaborative problem solving. Virtually delivered therapeutically applied role-playing groups may be a cost-effective and accessible intervention to support youth during the pandemic and beyond.

Profil Pasien Morbus Hansen di Poliklinik Kulit dan Kelamin Rspal dr. Ramelan Periode 2016–2021

The code of ethics for healthcare professionals is a comprehensive and integrative guideline regarding the attitudes and behaviors that a healthcare practitioner should possess. Conducting a study on this code of ethics is crucial to ensure its successful implementation by future healthcare professionals. The research aims to determine the effectiveness of the case study and role-playing methods on students' perceptions. The independent variables in this study are the case study and role-playing methods, while the dependent variable is students' perception of the code of ethics. The research hypothesis suggests that there is a difference in the effectiveness between the case study and role-playing methods concerning students' perceptions of the code of ethics. The study employs a quasi-experimental design with a pretest-posttest group design. The research findings reveal that students in the case study group experienced a decrease in perception, whereas those in the role-playing group showed an improvement in perception. After conducting a statistical analysis, it was found that there was no significant difference in perception within the case study group. However, in the role-playing group, there was a significant difference in perception before and after engaging in role-play. It is recommended to utilize various teaching methods, particularly role-playing, when teaching obstetric ethics.

Transformative live-action roleplay and Dagorhir costumes: Regulation, consumption and power dynamics, 1977 to the present

Dagorhir is one of the largest and oldest documented live-action roleplay groups. Dagorhir organizers have published multiple game regulations via handbooks with much emphasis on costumes since the 1970s. Dagorhir facilitates community building, identity negotiation and creative storytelling that expands beyond the game through transformative play. In our research, we examine how these costume regulations have influenced fantasy character and real-world identities, how the regulations have influenced perceived costume authenticity over time and how the handbook regulations have engaged with power dynamics related to intersectional identities. We analysed costume-related content in the three handbooks while drawing upon content analysis and historical methods. We found that as the regulations evolved since the 1970s, the rules increasingly centred costumes, indicating the prominence of costume in this escapist community. However, while these spaces centred on the costumed body, Dagorhir regulations reinforced oppressive intersectional norms. Our work has implications for society and business, that is, our findings can help individuals understand why people participate in live-action roleplay, which may reduce stigma surrounding this activity. Additionally, costume producers and retailers can make informed business decisions based upon our findings. Last, live-action roleplay communities can utilize our findings to reject oppressive written and unwritten regulations.

Social Conflict in Role-Playing Communities: An Exploratory Qualitative Study

Much of the current research in the field of role-playing studies focuses upon the positive impact that games can have on the lives of participants. Analysis of the more negative social interactions within role-playing communities becomes necessary in order to establish a more complete picture of the psychosocial effects of these games. This research describes potential problems within role-playing communities in order to aid groups experiencing cohesion difficulties. This thematic, qualitative ethnography describes the types of social conflict occurring within role-playing groups and examines possible sources for their exacerbation. The study includes several types of role-playing from a phenomenological perspective, including tabletop, larp, and virtual gaming. Semi-structured interviews were collected from a selective sample of 30 international participants gathered from vastly different play cultures. While the types of games and methods of play contributed to conflict in some instances, striking similarities between the experiences of players across modes, cultures, and genres were observed. Emergent themes for sources of conflict included general problems inherent to group behavior, such as schisms, Internet communication, and intimate relationships. Other sources of conflict unique to the role-playing experience included creative agenda differences, the game master/player power differential, and the phenomenon of bleed, both in- and out-of-game. Potentially conflict-inducing play styles included long-term immersion into character, campaign-style, and competitive play.

End-of-Life Communication Skills Training for Undergraduate Nursing Students to Address Cultural Obstacles in China.

Nurses face many difficulties and challenges related to how patients and their families deal with communication about end-of-life (EOL) care in China because of the strong influence of traditional Chinese culture. Moreover, education and training opportunities in EOL communication skills for nursing students are rare in mainland China. This study designed a progressive case involving a common EOL communication dilemma related to traditional Chinese culture and trained 50 undergraduate nursing students in EOL communication skills. A quasi-experimental design was used to compare the training outcomes of nursing students who were divided into a standardized patient simulation group and a role-playing group. The role-playing group (23 participants) was trained via group case discussion and role-playing among classmates, while the standardized patient simulation group (27 participants) completed EOL communication training by interacting with standardized patients and their families in a high-fidelity simulation. Attitudes toward death, self-confidence in EOL communication, and communication learning were evaluated in both groups during preintervention and postintervention. The results showed that all 3 variables improved after the intervention. This study shows that EOL communication skills training has a positive effect on nursing students to a certain extent.

Computer games, trust, and immediacy: Role-playing as immigrants in the South

Trust in racial and ethnic diversity has been decreasing in America for the better part of a century. The present study replicated a games-based approach to establishing trust in immigrants during COVID-19. Students in an online American National Government class created a fictional persona from either Mexico, India, or China, and sought U.S. citizenship. A posttest-only control group design was analyzed during Fall 2021 and Spring 2022. Subjects who played the game had significantly higher levels of trust in immigrants. They trusted immigrants from China, India, and the Middle East at higher levels than the control group did as well. Immediacy also interacted with role-playing group, such that applying for citizenship as Chinese immigrants had the largest effect on trusting when the experience was perceived as realistic, immersive, and engaging. Pretending to be less visible immigrant groups appears to generalize trust to immigrants from everywhere at high levels of immediacy.

Educational approaches to improving knowledge and attitude towards dental hygiene among elementary school children

The selection of appropriate dental health education methods will be beneficial in promoting dental health. This study aimed to determine the difference in the effect of role-playing method and storytelling method on knowledge and attitudes towards oral hygiene among elementary school students. The research subjects were 112 students in grade 5. The subjects were divided into 2 different treatment groups, namely 56 students in grade 5 at SD Negeri Tegalrejo I with the storytelling method and 56 students in grade 5 at SD Negeri Tegalrejo II using the role-playing method. The measuring instrument in this research was a questionnaire. The data analysis used the Mann-Whitney test and Wilcoxon Signed Ranks test because the data were not normally distributed. The results of the analysis showed that there was a significant increase over time in knowledge and attitudes carried out in 3 assessments. The mean rank for delta values between the pre-test and posttest 2 for the knowledge variable using the role-playing method was 51.29 while that using the storytelling method was 61.71. Meanwhile, the mean rank for delta values for the attitude variable using the role-playing method was 49.93, while that using the storytelling method was 63.07. The results of the delta analysis from pre-test to post-test 1 and pre-test to post-test 2 showed that the storytelling group experiences a higher increase in knowledge and attitudes than the role-playing group (p&lt;0.05). Provision of education using a storytelling method shows better improvement in students’ knowledge and attitudes towards oral hygiene than using a role-playing method.

Educating ethics codes by lecture or role-play; which one improves nursing students' ethical sensitivity and ethical performance more? A quasi-experimental study

Promoting ethical and professional principles through education is the major way to build and maintain people's trust in the nursing. However, despite remarkable efforts in this area, sensitivity to these principles and their application in clinical practice remain low. This study aimed to compare the effect of educating codes of nursing ethics through methods of role-playing and lecture on the Ethical Sensitivity and Ethical Performance of nursing students. A single-blinded quasi-experimental study conducted on 114 nursing students of Urmia University of medical sciences, which recruited using convenience sampling and assigned to two groups of intervention (role-paly and lecture) and one group of control, so that the sixth-, seventh- and eighth-semester nursing students were allocated to the control, role-play and lecture groups, respectively. Data were collected using the Nurses' Ethical Performance Questionnaire (EPQ) and the Lutzen's Moral Sensitivity Questionnaire (MSQ) at three time-points of before, immediately after, and two months after the intervention. The same educational content was provided for both intervention groups, so that the role-play group received the intervention over an eight-day period and the lecture group received it in five sessions. The results showed there was a significant difference in the mean scores of ethical sensitivity and ethical performance between the three groups immediately (p<.001) and two months after the intervention (p<.001), so the mean scores were significantly higher in the role-play and lecture groups compared to the control group after the intervention (p<.001). In addition, after the intervention, the mean scores of ethical sensitivity and ethical performance in the role-play group were higher than the lecture group (p<.001). Educating codes of ethics by role-playing method had a greater positive effect on the promotion of the ethical sensitivity and ethical performance compared to the lecture.

A quasi-experimental study to improve health service quality: implementing communication and self-efficacy skills training to primary healthcare workers in two counties in Iran

BackgroundService satisfaction ratings from clients are a good indicator of service quality. The present study aimed to investigate the impact of communication skills and self-efficacy training for healthcare workers on clients’ satisfaction.MethodsA quasi-experimental study was conducted in health centers of Saveh University of Medical Science in Iran. Primary Healthcare (PHC; N = 105) workers and service recipients (N = 364) were randomly assigned to intervention and control groups. The intervention group received four 90-min training sessions consisting of lecture, film screening, role-playing, and discussion group. Before and 3 months after the intervention, a multi-part questionnaire (including demographics, self-efficacy and communication skills in PHC workers; and satisfaction questionnaire in service recipients) was completed by participants in both intervention and control groups.ResultsPHC worker mean scores of self-efficacy and communication skills after the educational program were increased in the intervention group compared to the control group (p < 0.05). Also, mean satisfaction scores for service recipients of the intervention group (PHC workers) generally significantly increased compared to the control group (p < 0.001).ConclusionsThe educational program improved the self-efficacy, and communication skills in health workers and improved client satisfaction overall. Our results support the application of self-efficacy and communication skills training for other medical groups who wish to improve clients satisfaction as an important health services outcome.

Clinical Skills in Military Behavioral Health Education: Efficacy of Role Play vs Standardized Actor Patient Training

The use of Role Play (RP) and Standardized Actor Patients (SAP) have significantly impacted the behavioral health field’s ability to train clinicians in clinical practice and the development of clinical skills. The purpose of this study was to test and compare the effects of RP and SAP in training graduate social work students in the development of military specific clinical skills. Masters of social work students (n = 156) at a university were enrolled in a quasi-experimental study and provided clinical training with the use of either RP or SAP. Participants were measured on their ability to clinically engage with clients and their ability to recognize and responds to symptoms of PTSD and suicide ideation. Participants in both groups demonstrated increases in self-efficacy, clinical engagement, recognizing, and responding to PTSD and suicidal symptoms, and overall performance. Overall significant differences were not found in the development of clinical skills between RP and SAP groups with an exception related to developing a collaborative relationship, with participants in the RP group scoring higher than those in the SAP group. These findings suggest that though SAP and RP appear to be equally effective training modalities, RP may provide advantages in the development of the therapeutic relationship.

Ideologi Bahasa dan Diskursus Identitas dalam Permainan Roleplay Bilingual di Twitter

The emergence of new interaction spaces on the internet opened up to the creation of computer-mediated discourse which includes language use in various forms of conversation. This paper describes how discourse developed in role-playing game community on Twitter as a discourse community. Generally, there were three different roleplaying groups based on the use of language: Indonesian, English, and bilingual roleplaying group. This paper focuses on the use of English and Indonesian language among bilingual roleplayers. This language practice was based on language ideologies regarding a dichotomy of &lsquo;in-context&rsquo; and &lsquo;out-of-context&rsquo; in role-playing game. The use of English was commonly associated with &lsquo;in-context&rsquo; situation in which players were entirely immersed into their character. On the contrary, the use of Indonesian language represented &lsquo;out-of-context&rsquo; condition in which players detach themselves from their character to express some aspects of their self in real life. However, these opposing poles seemed to merge in the identity construction of bilingual roleplayers as reflected on the &lsquo;decent roleplayer&rsquo; discourse. Thus, this paper also explores the relationship between language practice and identity through the way bilingual roleplayers position themselves in interactions. Normal 0 false false false EN-US X-NONE X-NONE

Role-playing: an Effective Method for Clinical Novitiate Teaching of Infectious Diseases.

This study aims to apply the role-play method of teaching to clinical novitiate teaching of infectious diseases and assess the student feedback and learning effect. The students were randomly divided into a role-playing group (taught using a role-playing method) and a standard group (taught using traditional method). Typical cases of hemorrhagic fever with renal syndrome (HFRS) with fever, hypertensive shock, and oliguria phase overlap as clinical manifestations were selected. Students in the role-playing group underwent pre-class preparation according to a well-designed script and performed the patient's consultation process of suspected HFRS in the classroom, followed by a discussion and questionnaire survey. The standard group underwent routine theory teaching. Teaching efficacy was evaluated by theoretical examination. The test scores and case analysis ability were higher for students in the role-playing group than in the standard group (p < 0.05). Nearly 90% of the students in the role-playing group gave positive feedback on the role-playing pedagogy and were willing to participate in its classroom implementation. Role-playing has positive effects on knowledge acquisition, skills upgrading, and attitudes related to medical teaching. Therefore, this method can be introduced in the teaching of other medical courses. The online version of this article (10.1007/s40670-020-01031-x) contains supplementary material, which is available to authorized users.

EFFECTIVENESS OF STANDARDIZED PATIENTS AND ROLE-PLAY SIMULATION METHODS IN IMPROVING SELF-CONFIDENCE AND THERAPEUTIC COMMUNICATION SKILLS OF NURSING STUDENTS

Background: Communication skills are critical skills that must be possessed by nurses because communication is a dynamic process that is used to collect assessment data, provide education or health information to influence clients to apply it in life, show caring, provide comfort, foster self-confidence and, value respect - client value. Nurses in communicating with clients must have high confidence in the effect of these communications.Objectives: The purpose of this study was to analyze the differences in the effect of standardized patient simulation methods and role play in increasing self-confidence and therapeutic communication skills of students of the Nursing Academy of Pasuruan.Methods: The design of this study is the quasi experimental study. There are two therapeutic communication training groups. Group A uses a Standardized Patient (SP) and, Group B uses the role play (RP) method. The population in this study were students of the Nursing Academy of Pasuruan, and the sample was taken by simple random sampling with a sample size group of 16 standardized patients and a roleplay group of 16 people. The measuring instrument used was an observation sheet on therapeutic communication skills and a questionnaire on confidence in therapeutic communication. The effectiveness of the two methods was analyzed by the non-parametric test, namely the Mann Whitney test, to test 2 unpaired samples.Results: The results of this study indicate that there are differences in standardized patient methods and role play on self-confidence and therapeutic communication skills in nursing academy students who are statistically significant at 0.03 (p=0.05).Conclusion: The standardized patient method is more effective in increasing self-confidence and therapeutic communication skills in nursing academy students compared to the roleplay method. Keywords: Standardized Patient, Roleplay, Therapeutic Communication, Self-Confidence

Standardized Patients Versus Peer Role Play—Exploring the Experience, Efficacy, and Cost-Effectiveness in Residency Training Module for Breaking Bad News

Delivering bad news is a difficult task for the clinician and one that is important to address and nurture in residency training. Residents were assigned to receive communication training with either standardized patients (SP) or peer role play (RP). Anonymized pre- and post-questionnaires were filled by residents detailing their experience. Independent assessors blinded to the study hypothesis rated the residents' performance using a standardized plus-delta assessment form as a measure of effectiveness of either methods. In our study additionally, corresponding costs were assessed as man-hours resulting from the hours of work of SP, RP, and tutors in order to generate the incremental cost-effectiveness ratio for the use of SP against the use of RP. The study took place in a tertiary academic hospital, National University Hospital, Singapore. A total of 15 junior residents in anesthetic training entered and completed the study and were evaluated during the 2017-2018 academic year. The mean performance scores were 63.3% (RP group) and 74.3% (SP group) attributing advantage to the SP group. Costs however were slighter greater in the SP group (14 man-hours) versus (10 man-hours) in the RP group. The resulting incremental cost-effectiveness ratio was 0.36 man-hours per 1-point increase in the performance score when comparing SP to peer RP. SPs proved to be the more cost-effective modality when employing communication training for delivering bad news. The successful experience and use of SPs should be balanced against the marginally lesser costs involved in peer RP in planning residency teaching sessions.

Group randomized trial of teaching tobacco-cessation counseling to senior medical students: a peer role-play module versus a standardized patient module

BackgroundAn important barrier to smoking-cessation counseling for physicians is a lack of education at the undergraduate level. Interactive methods such as peer role-play (RP) or modules utilizing standardized patients (SPs) may be effective for medical students to enhance their performance on tobacco cessation counseling. This study compared the effectiveness of a module using SPs to that of a RP module for undergraduate medical students on tobacco cessation counseling.MethodsThis study was conducted over a single week of the family medicine clerkship. One hundred and thirteen fourth-year medical students were randomized into either the SP group or the RP group. A RP module involved a ten-minute encounter between the student doctor and the student patient followed by five minutes of feedback from the observer student using a group developed checklist. In a SP module, each student was asked to interview a SP portraying a smoker with willingness to quit. After the encounter, the SP provided five minutes of direct oral feedback to the student. In both modules, the total intervention lasted three-and-half hours and was supervised by faculty staff. Students’ objective structured clinical examination (OSCE) scores were evaluated to determine their tobacco cessation counseling skills. Four evaluation periods were conducted at baseline, postintervention, post-clerkship, and before receiving the Korean medical licensing examination (KMLE). Students’ smoking knowledge test scores and counseling self-confidence levels at pre- and post-intervention were also compared.ResultsIn both groups, post-intervention OSCE scores increased significantly compared to baseline (Cohen’s d 0.87, p < 0.001 in SP group; d 0.77, p < 0.001 in RP group). However, there were no differences between the two groups. Students achieved the highest OSCE score for smoking-cessation counseling before the KMLE. After training, student self-confidence and smoking-knowledge test scores increased significantly, regardless of the type of module. Self-confidence was higher in the SP group compared with the RP group (d 0.37, p = 0.01).ConclusionsPeer role-play may be equivalent to the SP method with regard to knowledge and skills reported during smoking-cessation counseling and SP method may be better in self-confidence. Cost and student self-confidence may be important factors when choosing among the teaching methods for smoking-cessation counseling.

Changes in ethical attitudes of clinical laboratory professionals after teaching them ethics using three different methods.

Background: Ethical attitudes and personal values play a significant role in clinical decision-making; however, they have been given limited attention by professionals in laboratory medicine. Studies suggest that individual attitudes are not static and that professionals learn ethical attitudes through a variety of formal and informal learning methods. This study was conducted to investigate changes in the attitudes of clinical laboratory professionals after teaching them ethics and to compare the results among the 3 groups. Methods: Four topics were selected in the field of medical laboratory ethics as teaching materials. A questionnaire including 22 items was designed and validated. Teaching sessions for the 3 study groups were held. All 65 clinical laboratory participants completed the questionnaire before and after the classes. Paired t test and ANOVA were used to assess differences among groups. Results: Significant differences were found in the mean scores of ethical attitudes before and after the educational intervention among the lecture-based teaching group (p=0.016), problem-based learning group (p=0.001), and all participants (p=0.004). However, no significant difference was found between the mean scores before and after the intervention in role-playing group (p=0.623). Conclusion: Teaching by lecturing and problem-based learning was more effective to change ethical attitude of the laboratory professionals than the role-playing method. Thus, we suggest the implementation of teaching ethics using these methods to improve the ethical attitude of clinical laboratory professionals.