Rollenspiel als wesentliches Element bei Simulationsverfahren in der Medizin

Dieckmann, Peter; Rall, Marcus; Eich, Christoph; Schnabel, Kai; Jünger, Jana; Nikendei, Christoph

doi:10.1016/j.zefq.2008.11.020

Cited by 17 publications

(6 citation statements)

References 13 publications

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“…The identical structure and equally high complexity of scenarios in addition to well-trained tutors appears to make up for the potential methodological advantage of SP with respect to perceived realism. A high degree of realism in training scenarios is a prerequisite for successful implementation of role play [42] and is particularly useful for overcoming the initial resistance often seen among participants engaging in peer role-play [24,42,46]. …”

Section: Discussionmentioning

confidence: 99%

Peer role-play and standardised patients in communication training: a comparative study on the student perspective on acceptability, realism, and perceived effect

Bosse¹,

Nickel²,

Huwendiek³

et al. 2010

BMC Med Educ

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BackgroundTo assess the student perspective on acceptability, realism, and perceived effect of communication training with peer role play (RP) and standardised patients (SP).Methods69 prefinal year students from a large German medical faculty were randomly assigned to one of two groups receiving communication training with RP (N = 34) or SP (N = 35) in the course of their paediatric rotation. In both groups, training addressed major medical and communication problems encountered in the exploration and counselling of parents of sick children. Acceptability and realism of the training as well as perceived effects and applicability for future parent-physician encounters were assessed using six-point Likert scales.ResultsBoth forms of training were highly accepted (RP 5.32 ± .41, SP 5.51 ± .44, n.s.; 6 = very good, 1 = very poor) and perceived to be highly realistic (RP 5.60 ± .38, SP 5.53 ± .36, n.s.; 6 = highly realistic, 1 = unrealistic). Regarding perceived effects, participation was seen to be significantly more worthwhile in the SP group (RP 5.17 ± .37, SP 5.50 ± .43; p < .003; 6 = totally agree, 1 = don't agree at all). Both training methods were perceived as useful for training communication skills (RP 5.01 ± .68, SP 5.34 ± .47; 6 = totally agree; 1 = don't agree at all) and were considered to be moderately applicable for future parent-physician encounters (RP 4.29 ± 1.08, SP 5.00 ± .89; 6 = well prepared, 1 = unprepared), with usefulness and applicability both being rated higher in the SP group (p < .032 and p < .009).ConclusionsRP and SP represent comparably valuable tools for the training of specific communication skills from the student perspective. Both provide highly realistic training scenarios and warrant inclusion in medical curricula. Given the expense of SP, deciding which method to employ should be carefully weighed up. From the perspective of the students in our study, SP were seen as a more useful and more applicable tool than RP. We discuss the potential of RP to foster a greater empathic appreciation of the patient perspective.

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Section: Discussionmentioning

confidence: 99%

Peer role-play and standardised patients in communication training: a comparative study on the student perspective on acceptability, realism, and perceived effect

Bosse¹,

Nickel²,

Huwendiek³

et al. 2010

BMC Med Educ

Self Cite

120

136

View full text Add to dashboard Cite

show abstract

“…through further training in the feedback skills of the SP [37] and further development of role standards and other quality assurance measures [38]. The absence of criticism in the free text field of the T1-questionnaire regarding the interactive nature of role playing, which includes high levels of experiential learning and performing in front of fellow students [39], also speaks for the course concept. By splitting course groups into small groups in the sessions including SP as well and the explicit training of constructive feedback, students were introduced to performing in front of a group right from the outset of the course.…”

Section: Discussionmentioning

confidence: 99%

Das Gesprächsführungspraktikum im 2. Studienjahr des Modellstudiengangs HannibaL: Eine Evaluation mittels Selbsteinschätzungen der Studierenden

Lengerke

Kursch²,

Lange³

et al. 2011

GMS Zeitschrift Für Medizinische Ausbildung; 28(4):Doc54; ISSN 1860-3572

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“…Accordingly, other studies have shown no or only minimal training outcome advantages for high-fidelity simulation settings, hardly justifying the ensued considerable extra costs [46], [47], [48]. However, in order to integrate the implementation of procedural skills into a well-functioning role play, the provision of role assignments, role-specific instructions and case vignettes is crucial in skills lab training [19], [49]. A controlled study was able to show that the introduction of role play into skills lab training resulted in both a more realistic perception of the medical role, as well as in more intensive and improved communication accompanying the procedures [19].…”

Section: Methodsmentioning

confidence: 99%