How to apply peer role-play simulation in medical education?
¿Cómo aplicar la simulación de juegos de roles entre pares en la educación médica?
Said Said Elshama
Abstract
Peer role-play is applied in medical education as one type of human simulation. It is a simulation method to teach communication and clinical skills; besides, it is used as an assessment method in the Objective Structured Clinical Examination (OSCE). Peer role-play simulation provides a chance for training without any stress, developing the ability of students to think and interact rapidly with the patient in real-time to enhance authenticity. Peer role-play simulation has many advantages that serve the educational process. It promotes high-level engagement of students and a self-study approach in the learning process, develops interpersonal skills, improves professional attitude, and helps to acquire knowledge. Moreover, it develops the ability to recall information, interview skills, self-efficacy, confidence, and experience reflection. However, the efficacy and success of implementing peer role-play simulation in medical education still face many challenges based on its application method. Furthermore, there is still debate about the preference for using peer role-play in medical education compared to using standardized patients as an alternative method. In addition, virtual role-play simulation has emerged as another alternative to traditional peer-role play simulation via an intelligent learning environment to gain more knowledge in a short time.
Keywords
Resumen
El juego de roles entre pares se aplica en la educación médica como un tipo de simulación humana. Es un método de simulación para enseñar habilidades de comunicación y clínicas; además, se utiliza como método de evaluación en el Examen Clínico Objetivo Estructurado (ECOE). La simulación de juego de roles entre pares ofrece una oportunidad de capacitación sin estrés, desarrollando la capacidad de los estudiantes para pensar e interactuar rápidamente con el paciente en tiempo real, lo que mejora la autenticidad. Presenta numerosas ventajas para el proceso educativo. Promueve la participación activa de los estudiantes y un enfoque de autoaprendizaje, desarrolla habilidades interpersonales, mejora la actitud profesional y facilita la adquisición de conocimientos. Además, desarrolla la capacidad de recordar información, las habilidades de entrevista, la autoeficacia, la confianza y la reflexión sobre la experiencia. Sin embargo, la eficacia y el éxito de la implementación de la simulación de juego de roles entre pares en la educación médica aún enfrentan numerosos desafíos en cuanto a su método de aplicación. Asimismo, existe un debate sobre la preferencia por el uso del juego de roles entre pares en la educación médica en comparación con el uso de pacientes estandarizados como método alternativo. Además, la simulación de juegos de roles virtuales ha surgido como otra alternativa a la simulación tradicional de juegos de roles entre pares a través de un entorno de aprendizaje inteligente para adquirir más conocimientos en poco tiempo.
Palabras clave
References
1.Bray BS, Schwartz CR, Odegard PS, Hammer DP, Seybert AL. Assessment of human patient simulation-based learning. Am J Pharm Educ. 2011;75(10):208. doi: 10.5688/ajpe7510208.
2.Fertleman C, Gibbs J, Eisen S. Video improved role play for teaching communication skills. Med Educ. 2005;39(11):1155-6. doi: 10.1111/j.1365-2929.2005.02283.x.
3.Gelis A, Cervello S, Rey R, Llorca G, Lambert P, Franck N, et al. Peer Role-Play for Training Communication Skills in Medical Students: A Systematic Review. Simul Healthc. 2020;15(2):106-11. doi: 10.1097/SIH.0000000000000412.
4.Elshama SS. How to Use Simulation in Medical Education. 1st ed. Scholars' Press Germany; 2016.
5.Nair BT. Role play - An effective tool to teach communication skills in pediatrics to medical undergraduates. J Educ Health Promot. 2019;8:18. doi: 10.4103/jehp.jehp_162_18.
6.Nyunt MK, Thidar AM, Khine MS, Ong CY, Seong OG. Challenges and Opportunities of using Role-players in Medical Education: Medical Educator’s Perspective. Medical Research Archives, 2024; 12 (8). doi: 10.18103/mra.v12i8.5582.
7.Pilnick A, Trusson D, Beeke S, O'Brien R, Goldberg S, Harwood RH. Using conversation analysis to inform role play and simulated interaction in communications skills training for healthcare professionals: identifying avenues for further development through a scoping review. BMC Med Educ. 2018;18(1):267. doi: 10.1186/s12909-018-1381-1.
8.Bosse HM, Nickel M, Huwendiek S, Schultz JH, Nikendei C. Cost-effectiveness of peer role play and standardized patients in undergraduate communication training. BMC Med Educ. 2015;15:183. doi: 10.1186/s12909-015-0468-1.
9.Elshama SS. How to Develop Medical Education (Implementation View). 1st ed. Scholars' Press Germany;2016.
10.Ong CY, Yee MM, Myat Soe K, Abraham RE, Tan OJH, Ong ELC. Role-playing in medical education: An experience from public role-players. Educ Méd. 2022, 100767. doi: 10.1016/j.edumed.2022.100767
11.Joyner B, Young L. Teaching medical students using role play: twelve tips for successful role plays. Med Teach. 2006;28(3):225-9. doi: 10.1080/01421590600711252.
12.Yamauchi K, Hagiwara Y, Iwakura N, Kubo S, Sato A, Ohtsuru T, et al. Using peer role-playing to improve students' clinical skills for musculoskeletal physical examinations. BMC Med Educ. 2021;21(1):322. doi: 10.1186/s12909-021-02742-4.
13.Trail Ross ME, Otto DA, Stewart Helton A. Benefits of Simulation and Role-Playing to Teach Performance of Functional Assessments. Nurs Educ Perspect. 2017;38(1):47-8. doi: 10.1097/01.NEP.0000000000000095.
14.Elhilu AH, El-Setouhy M, Mobarki AS, Abualgasem MM, Ahmed MA. Peer Role-Play Simulation: A Valuable Alternative to Bedside Teaching During the COVID-19 Pandemic. Adv Med Educ Pract. 2023;14:257-64. doi: 10.2147/AMEP.S399531.
15.Acharya S, Shukla S, Acharya N, Vagha J. Role play – an effective tool to teach clinical medicine. J Contemp Med Edu. 2014;2(2):92-6. doi: 10.5455/jcme.20140619111139.
16.Bouriami, A., Boussaa, S, El Adib, AR. Effects of Role-Play Simulation-Based Case Studies on Motivation and Learning Strategies in Healthcare Sciences: A Randomized Controlled Trial. S&G. 2024; 56(2):192-209. doi: 10.1177/10468781241301103.
17.Yee, MM, Nyunt, MK, Thidar AM, Khine MS, Ong CY, Seong OG. Challenges and Opportunities of using Role-players in Medical Education: Medical Educator’s Perspective. Medical Research Archives. 2024;12(8):1-8. doi: 10.18103/mra.v12i 8.5582.
18.McIlvried DE, Prucka SK, Herbst M, Barger C, Robin NH. The use of role-play to enhance medical student understanding of genetic counseling. Genet Med. 2008;10(10):739-44. doi: 10.1097/GIM.0b013e318187762e.
19.Rønning SB, Bjørkly S. The use of clinical role-play and reflection in learning therapeutic communication skills in mental health education: an integrative review. Adv Med Educ Pract. 2019;10:415-25. doi: 10.2147/AMEP.S202115.
20.Dorri S, Farahani MA, Maserat E, Haghani H. Effect of role-playing on learning outcome of nursing students based on the Kirkpatrick evaluation model. J Educ Health Promot. 2019;8:197. doi: 10.4103/jehp.jehp_138_19.
21.Kaplonyi J, Bowles KA, Nestel D, Kiegaldie D, Maloney S, Haines T, et al. Understanding the impact of simulated patients on health care learners' communication skills: a systematic review. Med Educ. 2017;51(12):1209-19. doi: 10.1111/medu.13387.
22.Lane C, Hood K, Rollnick S. Teaching motivational interviewing: using role play is as effective as using simulated patients. Med Educ. 2008;42(6):637-44. doi: 10.1111/j.1365-2923.2007.02990.x.
23.King J, Hill K, Gleason A. All the world's a stage: evaluating psychiatry role-play based learning for medical students. Australas Psychiatry. 2015;23(1):76-9. doi: 10.1177/1039856214563846.
24.Lovink A, Groenier M, van der Niet A, Miedema H, Rethans JJ. The contribution of simulated patients to meaningful student learning. Perspect Med Educ. 2021;10(6):341-6. doi: 10.1007/s40037-021-00684-7.
25.Oh PJ, Jeon KD, Koh MS. The effects of simulation-based learning using standardized patients in nursing students: A meta-analysis. Nurse Educ Today. 2015;35(5):e6-e15. doi: 10.1016/j.nedt.2015.01.019.
26.Dalwood N, Bowles KA, Williams C, Morgan P, Pritchard S, Blackstock F. Students as patients: A systematic review of peer simulation in health care professional education. Med Educ. 2020;54(5):387-99. doi: 10.1111/medu.14058.
27.Lee CA, Pais K, Kelling S, Anderson OS. A scoping review to understand simulation used in interprofessional education. J Interprof Educ Pract. 2018;13:15-23. doi: 10.1016/j.xjep.2018.08.003.
28.Singh S. Use of wikiversity and role play to increase student engagement during student-led physiology seminars. Adv Physiol Educ. 2013;37(1):106-7. doi: 10.1152/advan.00096.2012.
29.Xu XF, Wang Y, Wang YY, Song M, Xiao WG, Bai Y. Role-playing is an effective instructional strategy for genetic counseling training: an investigation and comparative study. BMC Med Educ. 2016;16(1):235. doi: 10.1186/s12909-016-0756-4.
30.Gorski S, Prokop-Dorner A, Pers M, Stalmach-Przygoda A, Malecki Ł, Cebula G, et al. The Use of Simulated Patients Is more Effective than Student Role Playing in Fostering Patient-Centred Attitudes during Communication Skills Training: A Mixed Method Study. Biomed Res Int. 2022;2022:1498692. doi: 10.1155/2022/1498692.
31.Cortés-Rodríguez AE, Roman P, López-Rodríguez MM, Fernández-Medina IM, Fernández-Sola C, Hernández-Padilla JM. Role-Play versus Standardised Patient Simulation for Teaching Interprofessional Communication in Care of the Elderly for Nursing Students. Healthcare (Basel). 2021;10(1):46. doi: 10.3390/healthcare10010046.
32.Bosse HM, Schultz JH, Nickel M, Lutz T, Möltner A, Jünger J, et al. The effect of using standardized patients or peer role play on ratings of undergraduate communication training: a randomized controlled trial. Patient Educ Couns. 2012;87(3):300-6. doi: 10.1016/j.pec.2011.10.007.
33.Taylor S, Bobba S, Roome S, Ahmadzai M, Tran D, Vickers D, et al. Simulated patient and role play methodologies for communication skills training in an undergraduate medical program: Randomized, crossover trial. Educ Health (Abingdon). 2018;31(1):10-16. doi: 10.4103/1357-6283.239040.
34.Figols Pedrosa M, Barra Perez A, Vidal-Alaball J, Miro-Catalina Q, Forcada Arcarons A. Use of virtual reality compared to the role-playing
methodology in basic life support training: a two-arm pilot community-based randomised trial. BMC Med Educ. 2023;23(1):50. doi: 10.1186/s12909-023-04029-2.
35.Sapkaroski D, Mundy M, Dimmock MR. Virtual reality versus conventional clinical role-play for radiographic positioning training: A students' perception study. Radiography (Lond). 2020;26(1):57-62. doi: 10.1016/j.radi.2019.08.001.
36.Min Swe KM, Bhardwaj A. Adopting Virtual Role Play in Family Medicine Training During COVID-19 Pandemic. Acta Scientific Medical Sciences. 2023;7(8):3-6. doi:10.31080/ASMS.2023.07.1611.
37.Bouaoud J, Michon L, Saintigny P. Teaching how to break bad news in Oncology: In-class vs. virtual peer role-plays. Bull Cancer. 2022;109(6):685-91. doi: 10.1016/j.bulcan.2022.02.009.
38.Walz A, Kane I. Actively Teaching Active Teaching Techniques. J Educ Teach Emerg Med. 2024;9(4):SG1-SG12. doi: 10.21980/J8H94V.
Submitted date:
01/22/2025
Reviewed date:
03/25/2025
Accepted date:
04/03/2025
Publication date:
04/03/2025
Facebook
Google+
Twitter
LinkedIn
Mendeley
StumbleUpon
CiteULike
Reddit
Email