Role plays a teaching strategy for dental students: An institutional study

Kasabah, Samer; Reddy, P Sridhar; Kashyap, Bina

doi:10.21833/ijaas.2016.08.006

Cited by 3 publications

(4 citation statements)

References 7 publications

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“…The effectiveness of role play as a supplement to lectures was later confirmed by Kasabah et al 27 Dental students were able to perform better in exams after experiencing role plays than students who had only attended lectures. 27 In addition, Alvarez and Schultz reported in their study that dental students could benefit from role-playing to acquire interpersonal skills in their training. 28 When role plays were implemented into the SDM communication curriculum in 2016, the topics chosen were therefore those of the fourth-year lectures that have traditionally been held at the SDM since 2008.…”

Section: Lectures and Role Playsmentioning

confidence: 88%

“…26 These authors used role plays to train a group of students in their role as instructors in a peer-assisted learning curriculum at Alexandria University in Egypt. The effectiveness of role play as a supplement to lectures was later confirmed by Kasabah et al 27 Dental students were able to perform better in exams after experiencing role plays than students who had only attended lectures. 27 In addition, Alvarez and Schultz reported in their study that dental students could benefit from role-playing to acquire interpersonal skills in their training.…”

Section: Lectures and Role Playsmentioning

confidence: 88%

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Implementation of a communication curriculum in undergraduate dental education—students' opinions during a 5‐year development phase

Ramseier,

Hübschi,

Crnić

et al. 2023

Eur J Dental Education

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IntroductionCommunication training has become an essential part of the dental curriculum. The aim of this study was to evaluate the communication curriculum developed and introduced 2016–2021 at the University of Bern, School of Dental Medicine (SDM), Switzerland.Materials and MethodsThe curriculum was implemented cumulatively in three phases: (1) lectures and accompanying role plays, (2) forum theatre and trainer‐based communication training and (3) self‐assessment. Students were surveyed 2016–2021 at the end of each semester using anonymous online questionnaires with five‐point Likert scales (0–4).ResultsA total of 191 fourth‐ and fifth‐year students were surveyed, and 165 (86.4%) questionnaires were analysed. The mean age of the participants was 24.2 ± 1.4 and 45.5% were female. While students' opinions about the need to communicate increased during weekly lectures in phase 1, their opinions about their ability to communicate simultaneously decreased. During phase 2, fourth‐year students' opinions on the need to communicate with dental patients increased from 3.22 ± 0.61 to 3.73 ± 0.45 (p = .001), anticipated benefits for dentists increased from 2.78 ± 0.71 to 3.43 ± 0.57 (p = .001) and for patients from 3.00 ± 0.76 to 3.47 ± 0.63 (p = .022). Only in phase 3, opinions on the ability to communicate statistically significantly increased for both fourth‐ (2.34 ± 0.71 to 2.72 ± 0.60, p = .033) and fifth‐year (2.20 ± 0.63 to 2.86 ± 0.59, p = .001) students. Preferred teaching and assessment methods were trainer‐based communication trainings (73.1%), lectures (67.3%) and self‐assessments in the student clinic (59.6%).ConclusionCommunication curricula in dental education using methods such as lectures and trainer‐based communication trainings may additionally need to include self‐assessments to be effective from the students' perspective.

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Section: Lectures and Role Playsmentioning

confidence: 88%

Section: Lectures and Role Playsmentioning

confidence: 88%

Implementation of a communication curriculum in undergraduate dental education—students' opinions during a 5‐year development phase

Ramseier,

Hübschi,

Crnić

et al. 2023

Eur J Dental Education

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“…Traditionally, role play has been established as an effective method of training students to improve clinical communication skills. Role play is defined as an active learning activity in which participants act out a set of defined role behaviours or positions to acquire desired experiences [ 21 ]. It provides an opportunity for the student to have pre-clinical exposure to “real world” situations with positive attitudes and feelings [ 22 ].…”

Section: Discussionmentioning

confidence: 99%

Comparison of Digital Interactive Case-Based Educational Resource with Virtual Role Play in Dental Undergraduates in Clinical Oral Medicine/Oral Pathology Education

et al. 2022

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Case-based learning has always been a key element of dental education and the incorporation of technology into the concept became increasingly important during the COVID-19 pandemic. This study aimed to compare the effectiveness of a virtual interactive case resource in oral medicine/oral pathology, Virtual Oral Medicine Clinic (VOMC), with the virtual role play among third-year dental undergraduates. Fifty-one students were randomly assigned into two groups and the control group was subjected to a role play activity, whereas the experimental group was provided with VOMC. Both groups were assessed with an objective structured clinical examination (OSCE) before and after the intervention. Students’ self-perceived usefulness of the interventions was evaluated by a questionnaire and randomly selected students were invited for focus group discussions. Data were analysed using the Wilcoxon signed-rank test and the Mann–Whitney U test. Descriptive statistics were used to analyse student responses. Students in both groups demonstrated significant improvement (p < 0.001) in the post-test compared to the pre-test. Students in the experimental group demonstrated higher overall scores (p < 0.001) when compared to the control group. Though both methods were received favourably by the students, role play was more positively perceived when compared to digital resource. Though VOMC was shown to improve student scores, the perception of VOMC was not quantitatively superior to the role play activity. Hence VOMC can be recommended as an adjunct tool to enhance learning in oral medicine in undergraduate dental students.

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“…*In recent years, identifying the determinants of learning motive and the relationships between the motive and learners' results has attracted the special attention of many researchers worldwide because it is considered as a "golden key" to help educators approach and explore the learners' potentials. Kasabah et al (2016), Son (2013), and Hac (2002) claimed that "learning motive determines the outcome and effectiveness of most educational activities. Learning to do tests is different from learning to perceive problems, and even more different from learning to be a human being".…”

Section: Introductionmentioning

confidence: 99%

Enhancing students’ learning motivation for better academic performance: An empirical case in Dong Nai Province, Vietnam

Nguyen¹

2019

Int. j. adv. appl. sci.

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Learning motive, motivation, and their relationships to study results have been interesting research topics attracting the special interest of numerous scholars in searching for appropriate educating and training approaches for students to well satisfy the requirements and demand of labor marketplace. By clarifying the different connotations between two terms "motive" and "motivation", this paper focuses on identifying the determinants of learning motivation of students in engineering majors. In an empirical case in Dong Nai province, Vietnam, seven key determinants are found, including (1) Social environment; (2) Family and friends; (3) Learning environment; (4) Personal perception; (5) Personal ambitions; (6) Living viewpoint; and (7) Living location. The finding sets a sound foundation for rational proposals towards academic faculty, education institution, students and their families to enhance students' learning motivation.

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Role plays a teaching strategy for dental students: An institutional study

Cited by 3 publications

References 7 publications

Implementation of a communication curriculum in undergraduate dental education—students' opinions during a 5‐year development phase

Implementation of a communication curriculum in undergraduate dental education—students' opinions during a 5‐year development phase

Comparison of Digital Interactive Case-Based Educational Resource with Virtual Role Play in Dental Undergraduates in Clinical Oral Medicine/Oral Pathology Education

Enhancing students’ learning motivation for better academic performance: An empirical case in Dong Nai Province, Vietnam

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