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Chapter 4.4 - Role Play and Experiential Learning

from Section 4 - Formal Teaching

Published online by Cambridge University Press:  12 October 2022

By
Professor Subodh Dave ,
Dr Seri Abraham  and
Dr Mike Akroyd
Edited by
Patrick Hughes  and
Julie Langan Martin
Patrick Hughes
Affiliation:
NHS Forth Valley
Julie Langan Martin
Affiliation:
University of Glasgow
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Summary

This chapter explores role play as a type of experiential learning technique. The benefits of role play along with some of the challenges are considered. Role play in the virtual environment is discussed and the practical considerations for organising role plays are offered. Finally, the importance of assessing and evaluating role play scenarios are highlighted.

Type
Chapter
Information
Teaching Psychiatry to Undergraduates , pp. 97 - 101
Publisher: Cambridge University Press
Print publication year: 2022

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References

DeNeve, K. M. and Heppner, M. J. (1977). Role play simulations: The assessment of an active learning technique and comparisons with traditional lectures. Innov High Educ., 21: n.d1–46.Google Scholar
Joyner, B. and Young, L. (2006). Teaching medical students using role play: Twelve tips for successful role plays. Medical Teacher, 28 (3): 225–9.Google Scholar
Kiger, A. (2004). Teaching for Health. 3rd ed. Edinburgh: Churchill Livingstone.Google Scholar
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
Rønning, S. B. and Bjørkly, S. (2019). The use of clinical role-play and reflection in learning therapeutic communication skills in mental health education: An integrative review. Adv Med Educ Pract. 10: 415–25.CrossRefGoogle ScholarPubMed
Scheffler, L. W. (1977). Being is believing: Playing the psychiatric patient. J Psychiatr Educ. 1 (1): 63–7.Google Scholar

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