Theme: Best Practice in Curriculum Planning, Development, Implementation, and Evaluation
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Title

Participatory Role play: an effective educational tool for medical digital students

Authors: Samy Mohamed Abusikkien
Mohamed Hesham Syed
Mostafa Ahmed Abuelnaga
Yousry Mahmoud Shawky
Taher Halawa
Institutions: KAU Rabigh faculty of medicine

Summary of Work

Role-play is widely used as an educational method for learning about communication in medical education. It is used as a training method to acquire knowledge, attitudes and skills in a range of disciplines including medical sciences. The educational theory provides a sound rationale for using this form of simulation effectiveness. So, training in neurology and neuroanatomy at medical school might be improved through innovative learner-friendly educational methods. Clinical simulation is a teaching tool that allows medical education to be delivered without compromising patient safety or well-being. A video clip, made of 2 parts, is designed and played by a group of medical students. It serves to highlight the importance of educating patients following head trauma. It emphasizes the necessity of asking medical help as well as to be under medical observation to avoid any immediate and or later complications. The ideapresented in this report has provided a practical foundation for the use of role-play as an educational method in the broader context of simulations in clinical medicine.

Background

Most introductory undergraduate courses use a lecture-based class style in which the teacher speaks and the students listen. This type of “transmission of knowledge” may be useful for situations such as remembering facts and concepts at a low level and rote memorization (1)

-On the other hand, there are several strategies for encouraging student involvement in the learning process that are designed to enhance student participation. Examples of these strategies include problem-based learning, small group discussions, the use of concept maps and the use of theater or role-playing(2)

- Role-play is widely used as an educational method for learning about communication in medical education. It is used as a training method to acquire knowledge, attitudes and skills in a range of disciplines including medical sciences. The educational theory provides a sound rationale for using this form of simulation effectiveness. As far as role-playsin medical teaching are concerned, a lot of studies have been published dealing with the effectiveness of role-plays in the field of communication and behavioral skills of medical students with the patients. However, there are no published reports or studies about its effectiveness as an educational method (3).

 

Summary of Results

 

Methods

Participatory role play movie was questioned  by second year  medical students during their neuro-anatomy sessions .Students were trained to role play   neuro vascular accidents to differentiate between management plan .  Using an anonymous self-administered questionnaire, the students emotional experience and views were refelected on the movie .

Results

A total of 38/42 students (90%) chose to participate in the study. Students felt their participation was pleasant. Students stated that The movie increased their motivation to learn neurological trauma impact (78%), and improved both their understanding of the subject (77%) and their long-term memorization of the teaching content (86%). Although only a minority thought the movie was likely to improve their performance on their final medical examination (32%), a clear majority (77%) thought it would be useful for their future clinical practice.

 

عرض

Conclusion

This report proposes a way of teaching and learning that was accepted by students as an effective methodology.

-  The advantages of using role-plays are many:

1. Role playing forced students to become actively involved in the issues brought up in traditional clinical teaching.

2. It fostered the empathy and a greater understanding of the problem surrounding the role-play. It helped students to understand the material better. It linked them to real world clinical cases and processes.

3. It made a strong impression on students, and helped them to retain material better.

4. It improved students’ public speaking abilities. (3)

This idea has provided a practical foundation for the use of role-play as an educational method in the broader context of simulations in clinical medicine.

Acknowledgement

 Special thanks for second year medical students Rabigh faculty of medicine

Hesham El Shetty 

Soliman Al Solimany 

Wahaj Kattan   Yazed Bokhary 

Ammar El sobhy 

Mohamed El Thakafy 

References

1. Randi MAF, and de Carvalho HF.Learning Through Role-Playing Games: An Approach for Active Learning and Teaching. RevistaBrasileira De EducaçãoMédica (2013) 37 (1): 80-88

2. Ross PM, Tronson DA, Ritchie RJ. Increasing conceptual understanding of glycolysis & the Krebs cycle using role-play. Am Biol Teach. 2008;70(3):163-8.

3. Acharya S, Shukla S, Acharya N, Vagha J. Role play – an effective tool to teach clinical medicine. J Contemp Med Edu (2014), 2 (2): 91-96

4. Kumar RS, and Narayanan SN.Role-Playing Lecturing: A Method for Teaching Neuroscience to Medical Students. Advances in Physiology Education (2008), 32 (12): 329-331

5.Roze E, Flamand-Roze C, Meneret A, et al. ‘The Move’ an innovative simulation-based medical education program using roleplay to teach neurological semiology: Students’ and teachers’perceptions. Revue Neurologique (2016),http://dx.doi.org/10.1016/j.neurol.2016.02.007

Summary of Work
Background
Summary of Results
Conclusion
Acknowledgement
References
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