Experimental evaluations of role playing.

Mann, John

doi:10.1037/h0044075

Cited by 35 publications

(14 citation statements)

References 17 publications

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“…Role-playing was shown to be very influential in the realism of the scenarios as perceived by participants. It might be helpful to train simulator teams in the basic concepts of role-playing; for example, taking on and leaving roles and preservating naturally occurring variability of acting humans (Beard, Salas, & Prince, 1995;Cooke, 1987;Mann, 1956;Yardley-Matwiejczuk, 1997) Participants could also be given helpful tips on how to interpret actions by role players.…”

Section: Workloadmentioning

confidence: 99%

Reality and Fiction Cues in Medical Patient Simulation: An Interview Study with Anesthesiologists

Dieckmann

Manser

Wehner

et al. 2007

Journal of Cognitive Engineering and Decision Making

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Following the framework of ecological validity, and taking into account the social character of simulation, we investigated how six anesthesiologists each experienced three patient simulation scenarios. Using content analysis, we describe factors mentioned in the 18 half-structured interviews that were relevant for the perceived realism of the scenarios: overall impression and medical plausibility, participants' own actions, role play of the simulator team, workload, technical aspects, group dynamics, and anticipations. Further, we describe the circumstances under which these relevant elements were experienced as fiction cues (emphasizing differences between scenarios and clinical cases) or as reality cues (emphasizing similarities between scenarios and clinical cases). The experience of the scenarios among the anesthesiologists was dynamic over time and differed among participants. Considering the described elements and their character as either fiction or reality cues improves the understanding of the stillunanswered question of why simulators and simulations "work. " Simulators and simulations help in designing, optimizing, conducting, and analyzing patient simulation scenarios in a goal-oriented fashion.

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Section: Workloadmentioning

confidence: 99%

Reality and Fiction Cues in Medical Patient Simulation: An Interview Study with Anesthesiologists

Dieckmann

Manser

Wehner

et al. 2007

Journal of Cognitive Engineering and Decision Making

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“…What these techniques share is the as‐if behavior that they ask their participants to engage in. As defined by Mann (:227), a role‐playing situation is one “in which an individual is explicitly asked to take a role not normally his own, or if his own in a setting not normal for the enactment of the role.” Similarly, Hamilton suggests that the essence of any role‐play is that “the experimenter asks a subject to act as if some condition or conditions obtained which in fact do not” (1976:234).…”

Section: Role‐play and “As If” Behaviormentioning

confidence: 99%

“…The first aspect stresses that the creators of the boarding school (Smilansky and Nevo ) invented a new social category previously unknown in discursive and practical fields in education in Israel: the gifted disadvantaged (e.g., Shoshana ). This is a category based on role‐play or on an as‐if self (Mann :227). Moreover, it is a category that uses the term gifted as a therapeutic and psychological tool.…”

Section: The Boarding School For Gifted Disadvantaged In Israel: the mentioning

confidence: 99%

Role‐Play and “As If” Self in Everyday Life

Shoshana¹

2013

Ethos

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In this article, I examine the use of role‐play strategy and its outcomes in field experiment conditions in the Boarding School for Gifted Disadvantaged in Israel. Data derive from two major sources: governmental protocols related to the organizational production of a role‐play technique and interviews with graduates of the experimental school years after their role‐playing experience. Analysis of governmental protocols shows the intentional organizational usage of the term gifted within the school population is based on a bureaucratic simulation of giftedness, which in turn creates a distinction between natural giftedness and institutional giftedness. In‐depth interviews with graduates of the school indicate that they experience their giftedness as artificial (“as if” giftedness). They describe ethnic conversion and distinction between two types of self (before and after the boarding school). My concluding discussion identifies a particular kind of reflexivity (the presence of absence) in the boarding school graduates’ concepts of self. In turn, this reflexivity indicates phenomenological consequences latent in role‐play simulations in field experiment conditions. The findings of this article enable me to address a pertinent issue of psychological anthropology not sufficiently discussed in the literature: the manner in which individuals who experience (re)construction of the self maintain their selfhood many years after the (re)construction.

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“…Mittels des Rollenspiels werden dabei viele Simulationsformen quasi zum Leben erweckt. Rollenspiel ist stets fester Bestandteil der medizinischen Simulation, da selbst dann unweigerlich ein Rollenspiel entsteht, wenn die Teilnehmer gebeten werden in der Simulation, nur '' sie selbst zu sein ' ' [5,6]. Im vorliegenden Beitrag beschreiben wir, a) wo Rollenspiel in unterschiedlichen Simulationssettings anzutreffen ist und b) welche methodischen Besonderheiten des Rollenspiels bei unterschiedlichen Arten von Simulation zu berü cksichtigen sind.…”

Section: Einfü Hrungunclassified