The use of simulated patients and role-play in communication skills training: A review of the literature to August 2005

Lane, Claire; Rollnick, Stephen

doi:10.1016/j.pec.2007.02.011

Cited by 311 publications

(223 citation statements)

References 40 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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“…Communication-specific training should include skill practice and the application of attained knowledge of drugs and diseases to realistic situations with patients, developing an awareness of patient education and counseling. 9,10 The challenge for pharmacy education programs is to train students to attain higher-level skills in communication along with dispensing competencies in the transition from dispensing only to an inclusion of direct patient care.…”

Section: A J P Ementioning

confidence: 99%

Promoting Patient Care Through Communication Training in a Pre-clerkship Pharmacy Education Course in Japan

Epp

Kubota

Yoshida

et al. 2019

American Journal of Pharmaceutical Education

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Objective. The purpose of this study was to teach communication skills for patient care to preclerkship students and observe changes in student perspectives towards communication pre to post training.Methods. An eight-week training course was taught to all fourth year pre-clerkship students for two consecutive years, using discussions and research, practicing communication skills, making science-based responses, and developing awareness of patient education for lifestyle, selfmedication, quality of life, and adherence. A questionnaire that was created for this study

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“…Otra forma de role-play es cuando los propios estudiantes representan a un paciente y al profesional de salud. 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 .…”

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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The use of simulated patients and role-play in communication skills training: A review of the literature to August 2005

Cited by 311 publications

References 40 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

Promoting Patient Care Through Communication Training in a Pre-clerkship Pharmacy Education Course in Japan

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

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