Role play and #8211; an eff ective tool to teach clinical medicine

Abstract

Objective: This study was undertaken as an experimental effort to introduce role-play as a learning tool in teaching of clinical medicine, access its efficacy in understanding clinical scenarios and honing linguistic and examination skills through expression in medical students. The basic hypothesis was that, role-plays can guide the medical students in a better way by gaining knowledge and attitude to deal with real-life situations through simulation acts, so that they can apply this knowledge and skill gained through these simulations in practical examinations, as well as self-application in clinical practice. Methods: This experimental study with a single group pre-and post-test design was carried out in Datta Meghe Institute of Medical Sciences University (NAAC-A) and Jawaharlal Nehru Medical College, Wardha. Twenty-four final year MBBS students were selected for the study. All were subjected to a pre sensitization test in short case format covering affective, cognitive and psychomotor domains from cardiovascular, respiratory, and gastrointestinal system and marks were recorded. Later, the students were sensitized with role-plays of common clinical scenarios and all the role-plays were enacted. Finally, post sensitization test in the same short case format was conducted. Statistical method: student's paired t-test. Results: The post-sensitization scores in each domain were significantly better than the pre-sensitization scores, cognitive domain (95% confidence interval [CI]: −5.14 to −4.60; P < 0.001), affective domain (95% CI −3.26 to −2.65; P < 0.001), and psychomotor domain (955 CI −5.56 to −4.62; P < 0.001), respectively. Conclusion: Role-plays can be used as an extremely effective tool for teaching of clinical medicine.

Transition in pharmacology: From theoretical knowledge of medicines to practice-oriented approach. Do role-plays help?

“…These parameters reflected the students' improved ability in remembering, recollecting and synthesizing pharmacological facts and its application in real-life situations (higher cognitive domain) and also their improved behaviour and communication towards patients (affective domain) after being sensitized to role-plays. These findings are similar to the results of the study conducted by Acharya S et al 6 Given the magnitude of the IHD problem and the need for prompt treatment, the medical management of IHD is a must know topic in pharmacology. As per the Knowles' principles of adult learning, students learn best when they are involved in the subject matter, when they have a need to know or when there is an internal motivation to learn.…”

“…Numerous studies conducted in medical students have demonstrated the effectiveness of role-play in teaching technical and communication skills in medical education. 6,7,10,11 In our study, we used the peer-role play technique that involved all the students to perform, learn and to personally experience patient concerns in front of their peers. Continuous feedback from peers gave the students an opportunity to sharpen their communication skills in a safe and supportive classroom environment.…”

“…Through role-plays which are based on problem-oriented clinical scenarios, the students see themselves in the clinical situation, observe, reflect and in the process, they holistically learn the nuances of theoretical, practical, clinical and behavioural aspects of clinical problem solving. 6,14 It has been proposed that students learn in different ways and role-plays are beneficial in individuals who learn through concrete experience. Hence it may not be reasonable to totally attribute the improvement in scores to a singular educational method.…”

“…5 Role-play is one such method which attracts the learner to gain knowledge and experience to deal with real-life situations through simulation, so that they can apply the same in clinical practice. 6 This way, role-plays bring in a behavioural change that persists over time. 6 Numerous studies have highlighted the effectiveness of role-play in helping students develop communication skills in clinical medicine.…”

“…6 Numerous studies have highlighted the effectiveness of role-play in helping students develop communication skills in clinical medicine. 6,7 However, there are only a few studies about role-plays in the pharmacology segment and to the best of the authors' knowledge, not many studies have evaluated its usefulness as a teaching-learning tool in patient education and counseling skills regarding medications prescription.…”