Role-play for medical students learning about communication: Guidelines for maximising benefits

Nestel, Debra; Tierney, Tanya

doi:10.1186/1472-6920-7-3

Cited by 275 publications

(218 citation statements)

References 16 publications

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“…Educational benefits associated with the roleplay strategy include deep-level learning outcomes that resonate for a long time (Bolton & Heathcote, 1999;Dracup, 2008), engaging experiential learning experiences for learners (Raphael & O'Mara, 2002), and rewarding teaching experiences for instructors (Bolton & Heathcote, 1999). Role-play has been widely adopted in various disciplines to achieve diverse learning outcomes: to train medical students and healthcare practitioners to learn communication skills (Lane & Rollnick, 2007;Nestel & Tierney, 2007), to develop business school students in group decision-making skills (Bos & Shami, 2006), to help educators explore issues of quality in education (Beach & Doerr-Stevens, 2011), and to build collaboration and leadership skills of future educational leaders (Howard, McClannon, & Wallace, 2014).…”

Section: Role-playing Peer-feedback Activitymentioning

confidence: 99%

Learners’ Interpersonal Beliefs and Generated Feedback in an Online Role-Playing Peer- Feedback Activity: An Exploratory Study

Ching

Hsu

2016

IRRODL

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Peer feedback affords interaction and critical thinking opportunities for learners in online courses.However, various factors prevent learners from taking advantage of these promising benefits. This study explored learners' perceptions of the interpersonal factors in a role-playing peer-feedback activity, and examined the types of peer feedback that learners generated when playing a role. Participants were 16 graduate students engaged in an online role-playing peer-feedback activity. The results from survey responses revealed learners' positive interpersonal beliefs, including psychological safety and trust, toward the role-playing peer-feedback activity. In addition, more than sixty percent of the participants reported being more comfortable critiquing peers' work when playing a role. The content analysis of the peer-feedback entries indicated that learners were able to generate highly constructive feedback entries.In addition to adding supportive comments, those feedback entries identified problems, asked questions, and provided suggestions. The results show that role-play strategy has great potential to enhance learners' interpersonal beliefs in peer-feedback activity and their feedback quality.

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Section: Role-playing Peer-feedback Activitymentioning

confidence: 99%

Learners’ Interpersonal Beliefs and Generated Feedback in an Online Role-Playing Peer- Feedback Activity: An Exploratory Study

Ching

Hsu

2016

IRRODL

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“…Esto tiene el beneficio de disminuir costos, y permite a los estudiantes experimentar la vivencia desde la perspectiva de la persona que padece una determinada patología, lo cual es claramente un beneficio en relación al desarrollo de habilidades empáticas 42 . Sin embargo, algunos estudiantes presentan dificultades al momento de entrevistar en forma natural a un par que encarna el rol de un paciente y aun más complejo es dar un feedback en forma objetiva y desde la perspectiva del paciente 43,44 . El PS está entrenado específicamente para representar el caso en forma fiel y permitir que el role-play fluya en respuesta a las competencias del estudiante.…”

Section: Dificultades En El Uso De Pacientes Simuladosunclassified

Pacientes simulados en la formación de los profesionales de salud: el lado humano de la simulación

et al. 2016

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E n la formación de los profesionales de salud en este siglo XXI, se exige una docencia centrada en el estudiante en la cual, además de altos estándares científicos y tecnológicos, se incluyan otros dominios tales como comunicación, profesionalismo, trabajo en equipo, entre otros 1 . El contacto con pacientes siempre ha sido una parte fundamental de la formación de los profesionales de la salud; se entiende que la interacción precoz con pacientes aumenta la motivación de los estudiantes, permite una transición gradual entre los años pre-clínicos y clínicos, y favorece que el estudiante aprenda sobre temas que son difíciles de abordar desde los libros o un plano teórico, tales como empatía, responsabilidad por el paciente, profesionalismo 2 . Por otra parte, la observación de los estudiantes en interacción con sus pacientes permite el aprendizaje basado en competencias y una evaluación en las escalas más altas de la pirámide de Miller 3 .El ejercicio de los profesionales de salud ha cambiado dramáticamente en los últimos años 4 . El que la estadía de los pacientes en los hospitales sea cada vez más breve, y que la mayoría de los pacientes hospitalizados tengan una condición de salud grave, hace inadecuado que sean el centro de docencia del gran número de estudiantes que hoy aprendan en los campos clínicos. Las universidades deben asegurar que tienen protocolos claros sobre los temas éticos y legales implicados en la relación paciente-estudiante y contar con un sistema que protege a los pacientes que están involucrados en cualquier aspecto de la educación médica 5 . La nueva Ley de Derechos y Deberes de los pacientes recalca la importancia de un balance favorable en la relación equipo docente-paciente, que se fundamenta en la entrega de una atención centrada en los pacientes, promoviendo una cultura de calidad y seguridad en toda la actividad 6 . Los pacientes en Chile tienen una buena disposición a

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“…Role play is widely used within medical training as an education method to develop communication and interpersonal skills (Nestel and Tierney 2007). In role play, students get a chance to rehearse situations in preparation for future scenarios with the hope of improving specific skills.…”

Section: Structure and Content Of Training Program: Modulementioning

confidence: 99%

“Ethical competence training for members on clinical ethics committees (CEC): experiences from Denmark”

Knox

2017

International Journal of Ethics Education

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To address the moral questions in patient care and medical practice, Danish hospitals are starting to solicit clinical ethics committees (CEC). As in other places around the world, CECs in Denmark is an interdisciplinary group that includes physicians, nurses, social workers, psychologists, lawyers, chaplains, and sometimes lay persons. Due to their distinct professional background, members are largely untrained in concepts, skills and the language of moral philosophy and ethical reasoning. The absence of appropriate competencies makes it challenging for members to identify, analyze and resolve lingering moral quandaries. Thus, the creation of CECs in Denmark has raised the question of qualifications for those who serve on a committee. When the Danish Society of Clinical Ethics was formed in 2012, it was therefore at the forefront of its agenda to establish a training program that would offer valuable contributions to the ethical aspect of medical decision making and to serve as an important resource for health care providers, patients and their families. This article describes the history, development and preliminary results of the current training program as well as reflects on future ideas for ethics education for Danish CECs and health care providers at large.

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Role-play for medical students learning about communication: Guidelines for maximising benefits

Cited by 275 publications

References 16 publications

Learners’ Interpersonal Beliefs and Generated Feedback in an Online Role-Playing Peer- Feedback Activity: An Exploratory Study

Learners’ Interpersonal Beliefs and Generated Feedback in an Online Role-Playing Peer- Feedback Activity: An Exploratory Study

Pacientes simulados en la formación de los profesionales de salud: el lado humano de la simulación

“Ethical competence training for members on clinical ethics committees (CEC): experiences from Denmark”

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