Student Role Play Research Articles

Simulated patient and role play methodologies for communication skills and empathy training of undergraduate medical students

BackgroundVerbal and non-verbal communication, as well as empathy are central to patient-doctor interactions and have been associated with patients’ satisfaction. Non-verbal communication tends to override verbal messages. The aim of this study was to analyze how medical students use verbal and non-verbal communication using two different educational approaches, student role play (SRP) and actor simulated patient (ASP), and whether the non-verbal behaviour is different in the two different poses.MethodsThree raters evaluated 20 students playing the doctor role, 10 in the SRP group and 10 in the ASP group. The videos were analyzed with the Calgary-Cambridge Referenced Observation Guide (CCG) and, for a more accurate evaluation of non-verbal communication, we also evaluated signs of nervousness, and posture. Empathy was rated with the CARE questionnaire. Independent Mann Whitney U tests and Qhi square tests were performed for statistical analysis.ResultsFrom the 6 main tasks of the CCG score, we obtained higher scores in the ASP group for the task ‘Gathering information’ (p = 0.0008). Concerning the 17 descriptors of the CCG, the ASP group obtained significantly better scores for ‘Exploration of the patients’ problems to discover the biomedical perspective’ (p = 0.007), ‘Exploration of the patients’ problems to discover background information and context’ (p = 0.0004) and for ‘Closing the session – Forward planning’ (p = 0.02). With respect to non-verbal behaviour items, nervousness was significantly higher in the ASP group compared to the SRP group (p < 0.0001). Concerning empathy, no differences were found between the SRP and ASP groups.ConclusionsMedical students displayed differentiated verbal and non-verbal communication behaviour during the two communication skills training methodologies. These results show that both methodologies have certain advantages and that more explicit non-verbal communication training might be necessary in order to raise students’ awareness for this type of communication and increase doctor-patient interaction effectiveness.

Standardized Patient Simulation Using SBIRT (Screening, Brief Intervention, and Referral for Treatment) as a Tool for Interprofessional Learning.

IntroductionSubstance misuse is a critical social and health care issue, and learning how to effectively screen for misuse and perform a brief intervention is useful for all health care professions. As an intercollegiate, interprofessional group, we developed a mechanism for delivering interprofessional education (IPE) using SBIRT (screening, brief intervention, and referral for treatment) as a tool to identify potential substance misuse.MethodsA total of 1,255 students from nursing, pharmacy, medicine, physician assistant, social work, dietetics, and occupational therapy programs participated in the training and evaluation of this IPE experience over 2 academic years. The training incorporated asynchronous SBIRT training, in-person student role-plays, and a standardized patient (SP) interaction.ResultsA significant majority of participants indicated that this IPE experience enhanced their interprofessional skills (91%), was useful for interprofessional development (79%), was relevant to their career (92%), and would benefit their clients (93%). Faculty debrief sessions supported the efficacy of SBIRT as a platform for IPE.DiscussionStudents believed that utilizing SBIRT as an interprofessional learning experience enhanced their overall educational experience and assisted with developing interprofessional relationships and that team-based care would lead to improved patient outcomes. Faculty found this learning activity to be effective in developing student insight regarding future professional peers and patient interview skill development through role-plays with peers and SPs.

MENINGKATKANKETERAMPILAN BERMAIN PERAN MELALUI METODE ROLEPLAYING MATERI MEMERANKAN TOKOH DRAMAPENDEK

This study uses a classroom action research using role playing method. This study aims to improve student skills Role Play. The research instrument used was the performance evaluation sheet, student activity observation sheet and teacher activity observation sheet. The results of this study indicate that the role playing l method can improve students' role playing skills.In the pre-cycle stage the percentage of students completeness was 12.5%, increased in the first cycle to 66.67% and in the second cycle increased to 91.67% and the results obtained by the teacher's activities in the first cycle reached 70% and the second cycle reached 88.75%. And the results obtained for student activity in the first cycle reached 70% and the second cycle reached 82.5%, and reached 75% in the second cycle with an average value reaching 77.5.

Simulated patient and role play methodologies for communication skills training in an undergraduate medical program: Randomized, crossover trial.

Educators utilize real patients, simulated patients (SP), and student role play (RP) in communication skills training (CST) in medical curricula. The chosen modality may depend more on resource availability than educational stage and student needs. In this study, we set out to determine whether an inexpensive volunteer SP program offered an educational advantage compared to RP for CST in preclinical medical students. Students and volunteer SPs participated in interactions across two courses. Students allocated to SP interactions in one course participated in RP in the other course and vice versa. Audio recordings of interactions were made, and these were rated against criterion descriptors in a modified Calgary-Cambridge Referenced Observation Guide. Independent t-test scores comparing ratings of RP and SP groups revealed no significant differences between methodologies. This study demonstrates that volunteer SPs are not superior to RP, when used in CST targeted at preclinical students. This finding is consistent with existing literature, yet we suggest that it is imperative to consider the broader purpose of CST and the needs of stakeholders. Consequently, it may be beneficial to use mixed methods of CST in medical programs.

Evaluating the effect of self-awareness and communication techniques on nurses’ assertiveness and self-esteem

The effect of a course on self-awareness and communication techniques on nursing students’ assertiveness and self-esteem was examined. The Rathus Assertiveness Schedule and Coopersmith Self-Esteem Inventory were used to measure assertiveness and self-esteem in second-year students in an undergraduate nursing school. Seventy-nine students completed the course. The study was designed as a pre-test and post-test study. A significant difference between assertiveness and self-esteem scores of students in pre-test and post-test measurements was found. There was a positive relationship between assertiveness and self-esteem. The course lasted 14 weeks for a total of 3 h per week. The teaching methods focused mostly on active student participation, demonstration, role play, experience and experience sharing, homework, constructive feedback, and watching films. These educational approaches should be evaluated in future studies and adopted in the curriculum. This study provides a basis for the development of learner-centred teaching methods.

Evaluation of self-awareness and communication techniques course in nursing education on assertiveness and self esteem

The effect of self-awareness and communication techniques course on nursing students’ assertiveness and self-esteem was examined. The Rathus Assertiveness Schedule and Coopersmith Self Esteem Inventory were used to measure assertiveness and self esteem in the second year students in a undergraduate nursing school. 79 students completed the course . The study was designed pre test-post test. Paired samples t -tests showed a significant difference between assertiveness and self esteem scores in pre-test and post-test for the students. The course lasted 14 weeks for a total of 3 hours per week. The teaching methods focus mostly on active student participation, demonstration, role play, experience and experience sharing, homework, constructive feedback, watch movie. More opportunities for these methods of education should be evaluated and, if effective, adopted into the curriculum. This study also provides a foundation on which future systematic investigation into learner-centered teaching methods for clinical skills can be based.

Louis Gerstner and Lotus Development (C)

This case series deals with the acquisition by International Business Machines (IBM) of Lotus Development Corporation. The A case (UVA-OB-0696) lays out some of the strategic issues in the software industry as well as a brief history of IBM, Lotus, and their respective CEOs, Louis Gerstner and Jim Manzi. Issues of strategic and cultural fit can be analyzed. The A case ends with Louis Gerstner beginning a speech to Lotus employees, which provides an opportunity for student role-plays. The B case (UVA-OB-0697) is the text of the speech Gerstner actually gave, and can be analyzed in terms of content, purpose, and delivery. The C case covers issues concerning postmerger integration.

Utilizing Actors to Simulate Clients in Social Work Student Role Plays

The social work education literature contains limited discussion of the use of role play in the classroom. This article discusses the logistics of recruiting and utilizing professionally-trained actors to simulate clients in social work role plays. Promising results from assessments of BSW and MSW students with actor-simulated clients are presented. Students described their experiences with the actor-simulated clients in very positive terms. These responses did not statistically vary by program, age, gender, or race.

Do students develop better motivational interviewing skills through role-play with standardised patients or with student colleagues?

Smoking is the leading cause of preventable death in the USA and reducing the number of smokers by 50% is among the goals of the Healthy People 2010 initiative. Despite its importance, few medical students receive formal training in smoking cessation counselling. Motivational interviewing is a patient-centred, but directive, method of counselling that has been found to be more effective than giving brief advice for motivating smokers to quit. We wanted to determine whether using standardised patients to teach this skill to Year 3 medical students would be more effective than using student role-plays. We conducted a randomised, controlled trial of 93 Year 3 family medicine clerkship students at our medical school between July 2003 and July 2004. The control group (n=46) practised motivational interviewing with one another and the intervention group (n=47) practised with standardised patients trained in motivational interviewing for smoking cessation. At the end of the study all the students conducted an interview with a different standardised patient that was videotaped. The primary outcome was analysis by a trained masked evaluator of the quality of a final videotaped interview using the motivational interviewing treatment integrity code (MITI), which assesses the quality of the interview according to 6 different criteria. There was no significant difference between the control and intervention groups in the final analyses of the interviews. According to MITI scores, standardised patient role-plays are similar in effectiveness to student role-plays when teaching basic motivational interviewing skills for smoking cessation to Year 3 medical students.

Enhancing Reflective Learning through Role-Plays: The Use of an Effective Sales Presentation Evaluation Form in Student Role-Plays

The paper discusses the use of role-plays in marketing/sales based curricula. The core objective of this paper is to develop a detailed student role-play feedback evaluation form that assists in our pedagogical practice and allows for reflective learning to take place. For oral sales presentations to be effective and enhance the learning experience for students, detailed feedback on the students'presentation performance that critiques both the content and style of their presentation must be communicated back. This paper develops such an innovative debriefing framework, enabling role-plays to be an effective assessment tool and allow for the benefits of reflective learning.

Role-playing for more realistic technical skills training

Clinical skills are an important and necessary part of clinical competence. Simulation plays an important role in many fields of medical education. Although role-playing is common in communication training, there are no reports about the use of student role-plays in the training of technical clinical skills. This article describes an educational intervention with analysis of pre- and post-intervention self-selected student survey evaluations. After one term of skills training, a thorough evaluation showed that the skills-lab training did not seem very realistic nor was it very demanding for trainees. To create a more realistic training situation and to enhance students’ involvement, case studies and role-plays with defined roles for students (i.e. intern, senior consultant) were introduced into half of the sessions. Results of the evaluation in the second term showed that sessions with role-playing were rated significantly higher than sessions without role-playing.

A Student-Centered Project for Earth System History

This project is intended to replace some of the lectures that would ordinarily be necessary in a survey of Earth history over geologic time. The students will be taking the lecturer's place in front of the class, presenting some of the material to their colleagues. Students will work in groups on a single era or period. Each student role-plays an expert (such as an oceanographer) and works with teammates playing other sorts of experts (a biologist, a geologist, an atmospheric scientist). Their presentation will require them to do research. They will be constructing resource lists to keep track of how they learned what they are presenting and beginning a critical analysis of resources found on the World Wide Web. They will also write brief individual summaries of the findings within their area of expertise. While the students are researching and preparing their presentations, the instructor will start giving lectures on the earliest time units, modeling the kind of presentation that the students will be doing. Eventually, students will take the stage, presenting their time units in order. Rubrics for assessing the presentation and the resource list are included.

Teaching Motivational Interviewing to First-Year Medical Students to Improve Counseling Skills in Health Behavior Change

To examine the effectiveness of motivational interviewing training on improving medical students' knowledge of and confidence in their ability to counsel patients regarding health behavior change. In the spring of 2002, 42 first-year medical students participated in a counseling course on health behavior change. Three small groups focused on learning and practicing motivational interviewing techniques using brief lectures, interactive class activities, student role-plays, and simulated patients. Students completed an identical precourse and postcourse questionnaire that measured their confidence and knowledge regarding counseling skills in health behavior change. The medical students reported improved confidence in their understanding of motivational interviewing after participation in the course (very confident, 77%) compared with before the course (very confident, 2%). Each of the 8 confidence items were compared before and after the course using a signed rank test. All comparisons indicated a significant improvement (P < .001) in confidence. Regarding knowledge-based questions, students showed significant improvement; 31% of students answered all the questions correctly before the course, and 56% answered all the questions correctly after the course (P = .004). These results show that teaching motivational interviewing techniques to first-year medical students can enhance student confidence in and knowledge of providing counseling to patients regarding health behavior change.

Medical students are from Mars - business and psychology students are from Venus - University teachers are from Pluto?

This study explores further the reasons given by the first year medical students in comparison with first year business and first year psychology students for their selection of lectures, student role play, and student presentations as their least preferred teaching method. The reasons were originally given in a questionnaire exploring student expectations of university teaching completed by 195 medical, 128 business and 72 psychology students in their first week at university (Sander et al, 2000). The analysis reported here suggests that whilst students irrespective of course gave similar reasons for not liking lectures, there were subtle differences between medical students and business and psychology students in the reasons they gave for not liking student role play and student presentations. These differences suggest that many first year medical students can be suspicious of the value of student centred learning methods. Teachers hoping to use these methods should acknowledge student suspicion and work to help students see the value of these techniques to encourage their full participation.

Cultivar Trial Setup: A Case Study for Potted Plant Production Specialists

A case study is presented for use as an active learning tool for students in a floriculture potted plant production class. This is the second case study developed for Floratech, a potted plant finisher. Students work together in small groups to solve the proposed problems; each student role-plays as a Potted Plant Production Specialist. A memorandum from the Board of Directors is delivered in their first month on the job at Floratech. Objectives of this case study are to determine the students' fluency in terminology and crop-specific cultural requirements for potted plant production of cyclamen (Cyclamen persicum) and primrose (Primula sp.) as well as their ability to setup a scientifically rigorous and unbiased cultivar trial for Floratech personnel and selected customers. Students research the latest commercial catalogs to determine which species, series, and cultivars are available, as well as their relative merits, prior to choosing the appropriate cultivars to include in the trial. The trial setup has a space limitation of 2,000 ft2 (186 m2). This case study was tested with 20 undergraduate students during Fall Semester 1999. The case study demonstrated the students' fluency with terminology and crop-specific cultural requirements for both crops. Their ability to set up a scientifically rigorous trial varied widely, often with an inadequate sampling of cultivars and excessive replications (56 ± 37 cyclamen to 132 ± 65 primrose). A mean ± sd of 4 ± 1 cyclamen and 7 ± 3 primrose series were chosen. The number of cultivars varied from 6 ± 2 cyclamen to 9 ± 4 primrose and the number of distributors was similar for the crops. Trial design and additional questions raised by the case study were discussed in class and applied in a cultivar trial in the lab. Unanswered questions were used as learning opportunities during class tours with local growers.

Electronic collaborators: learner-centered technologies for literacy, apprenticeship, and discourse

Contents: M. Riel, Foreword: Conceptual Order and Collaborative Tools--Creating Intellectual Identity. Preface. C.J. Bonk, K.S. King, Introduction to Electronic Collaborators. Part I:Theoretical and Technological Foundations. C.J. Bonk, K.S. King, Computer Conferencing and Collaborative Writing Tools: Starting a Dialogue About Student Dialogue. C.J. Bonk, D.J. Cunningham, Searching for Learner-Centered, Constructivist, and Sociocultural Components of Collaborative Educational Learning Tools. T.M. Duffy, B. Dueber, C.L. Hawley, Critical Thinking in a Distributed Environment: A Pedagogical Base for the Design of Conferencing Systems. Part II:Stand-Alone System Collaboration. C. Angeli, D.J. Cunningham, Bubble Dialogue: Tools for Supporting Literacy and Mind. J.R. Savery, Fostering Ownership for Learning With Computer-Supported Collaborative Writing in an Undergraduate Business Communication Course. Part III:Asynchronous Electronic Conferencing. W.A. Sugar, C.J. Bonk, Student Role Play in the World Forum: Analyses of an Arctic Adventure Learning Apprenticeship. S-M. Chong, Models of Asynchronous Computer Conferencing for Collaborative Learning in Large College Classes. R. Althauser, J.M. Matuga, On the Pedagogy of Electronic Instruction. S.E. Kirkley, J.R. Savery, M.M. Grabner-Hagen, Electronic Teaching: Extending Classroom Dialogue and Assistance Through E-mail Communication. E. Zhu, Learning and Mentoring: Electronic Discussion in a Distance Learning Course. Part IV:Multiconferencing: Asynchronous and Synchronous Classrooms. D.H. Cooney, Sharing Aspects Within Aspects: Real-Time Collaboration in the High School English Classroom. C.J. Bonk, E.J. Hansen, M.M. Garbner-Hagen, S.A. Lazar, C. Mirabelli, Time to Connect: Synchronous and Asynchronous Case-Based Dialogue Among Preservice Teachers. I. King, The Use of Computer-Mediated Communication: Electronic Collaboration and Interactivity. Part V:Looking Back and Glancing Ahead. M.A. Siegel, S.E. Kirkley, Adventure Learning as a Vision of the Digital Learning Environment. K.S. King, Designing 21st-Century Educational Networlds: Structuring Electronic Social Spaces.

Student Role Play in the World Forum: Analyses of an Arctic Adventure Learning Apprenticeship*

This study analyzes new forms of student social interaction and dialogue within asynchronous communications of six middle schools and six high schools participating in the World School for Adventure Learning. In the World Forum component of the World School, students discussed, questioned, and debated with Arctic explorers, researchers, World Forum mentors, and peers about environmental issues while assuming identities of famous people. One of the three key tasks, Flash Points, generated more lengthy dialogue than other techniques (i.e., Arctic Alerts and Questions to Explorers). Analysis of the forms of learning assistance provided to students indicated that mentor electronic interactions with students typically involved feedback, questioning, and cognitive structuring of the lesson or activity; however, minimal task structuring, direct instruction, and modeling of how to interact occurred. Whereas most student questions to explorers about envir onmental issues or expedition activities were lower-level knowledge and comprehension queries, many also were at the evaluation level. Despite the restricted assistance and limited student questioning, student role-taking activities within their environmental discussions enhanced the degree of perspective-taking exhibited in their conversations. Examining these interaction patterns, forms of mentor assistance, levels of questioning, and degrees of perspective-taking provides new insights into the impact of electronic communication on student learning when role playing, though many questions remain.

The use of video cameras in one college of nursing

The use of video cameras in nurse education is reviewed and a small scale investigation into the usage of video cameras in one medium-sized college of nursing and midwifery is described. It was found that only 3% of staff had used a video camera more than six times a year. On these occasions the camera was used primarily to record student role play. Analysis and discussion of the respondents' use and suggested use of the video camera is included.