Students as policymakers and policy advocates: Role-playing evidence-based health policies

Abstract

Background Role playing has been increasingly utilized as a teaching strategy in the health discipline. However, the utilization of role playing within the field of health policy and systems research, while imperative, remains limited. Thus, this study documented and described a role playing activity and explored students’ experiences within the context of evidence-based health policy. Method The role playing activity was conducted as part of a course assessment – evidence-based health policy brief at a university in Saudi Arabia. Six graduate level students who were enrolled in the course participated in the activity. Through a mixed method approach, the study collected data from different sources including assessment forms, surveys, written reflections, and observational notes, to explore students experiences with the role playing activity. Data analysis included descriptive statistics for quantitative data and content analysis for qualitative data. Results Students reported an overall positive experience with the role playing activity. The activity provided them with an experience mimicking real scenarios, while playing roles of policy advocates and policymakers. Additionally, the activity contributed to students’ knowledge acquisition and expansion as well as skills development relevant to policymaking. Conclusion The study’s findings contribute to the current literature on the utilization of simulation within the health discipline, with valuable contribution to the field of health policy and systems research. Implications of the study require attention from respective policymakers, practitioners, and academicians.

Exploring the factors influencing the intention to clothing and textiles recycling among Chinese college students’: a study based on TPB and VBN

“…This, in turn, promotes universities to serve as demonstration bases for clothing and textiles recycling, positively influencing and leading future societal environmental behaviors and attitudes ( Clarke and Kouri, 2009 ; Shokati Amghani et al, 2023 ). Additionally, school education also bears the responsibility of cultivating future environmental leaders and policymakers, providing essential support for maintaining the normal functioning of ecosystems and safeguarding biodiversity ( AlMubarak, 2023 ; Savari et al, 2023c ). The environmental ethics and values conveyed through school education could reinforce college students’ understanding of environmental issues, foster their sense of responsibility to protect the environment and conserve resources, and encourage them to contribute to the sustainable development of society ( Esteban Ibáñez et al, 2020 ).…”

PeaceMaker: Using an online educational game on Middle East politics as an ‘Object To Think With’ (OTTW) in a Masters-level Public Policy course

“…There is perhaps a strengthening consensus (Al Mubarak 2023;Bechkoff 2019;Dörner et al 2016;Arnab et al 2015;Gentile, Groves & Gentile 2014;Black, Huang & Khan 2014) around the pedagogical value of educational games, or serious games (Dörner et al 2016), sometimes characterised as the 'gamification' of education (Bechkoff 2019;Arnab et al 2015) or Game Based Learning (GBL) (Linderoth & Sjöblom 2019). While the research into gaming pedagogy is extensive and growing, this chapter will not be addressing this broader literature in any detail.…”