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At least 19 recordsLinked to original sources
PubMedDate not supplied

A comparison of the performance of role-play and non-role-play students at interview.

This article compares the performance of role-play and non-role-play students at an interview resembling a viva voce examination. Diagnostic and therapy radiography students were given a mock viva voce examination at which they were asked how they would respond to patients showing emotional difficulties during a radiographic procedure. Voce questions showed that students who had experienced role-play during training were more likely to cope with the patient's difficulties. The results of this survey are believed to indicate the value of role-play in radiography student training and to corroborate the use of the viva voce examination for assessing aspects of the affective domain.

Educational Measurement↗
PubMed2006

Teaching medical students using role play: twelve tips for successful role plays.

Engaging students in role play promotes active learning. Planned and structured role plays can be used to deliver components of the curriculum in clinical rotations of a medical programme. Role plays are most effective if learning objectives are defined, and the cases are challenging. All students should be involved and ground rules should be set. Allow adequate time for the role play, feedback and reflection. Let the students enjoy themselves. This paper provides 12 tips to create a meaningful learning experience for students using role play.

Australia↗
PubMed1993

Reducing the threat: an experiential exercise to introduce role play to student nurses.

Role play is regarded as being a useful learning method for assisting student nurses to improve their interpersonal skills. It can provoke strong feelings in students both for and against its use, and the participation rate in role play exercises tends to be low. This paper describes an experiential exercise designed to introduce the concept of role play to students in a way that is hopefully less threatening than role play 'proper', with the aims of encouraging students to discuss the issues around the use of role play, and to reach a decision as to whether they will participate in role play in the future, and on what terms. It is hoped that the opt-out rate from role playing will be reduced, through students becoming more familiar with the method.

Education, Nursing↗
PubMed2005

Role-playing for more realistic technical skills training.

Clinical skills are an important and necessary part of clinical competence. Simulation plays an important role in many fields of medical education. Although role-playing is common in communication training, there are no reports about the use of student role-plays in the training of technical clinical skills. This article describes an educational intervention with analysis of pre- and post-intervention self-selected student survey evaluations. After one term of skills training, a thorough evaluation showed that the skills-lab training did not seem very realistic nor was it very demanding for trainees. To create a more realistic training situation and to enhance students' involvement, case studies and role-plays with defined roles for students (i.e. intern, senior consultant) were introduced into half of the sessions. Results of the evaluation in the second term showed that sessions with role-playing were rated significantly higher than sessions without role-playing.

Adult↗
PubMed1999

Characterization of the role played by the RAD59 gene of Saccharomyces cerevisiae in ectopic recombination.

The RAD52 group of genes in the yeast Saccharomyces cerevisiae controls the repair of DNA damage by a recombinational mechanism. Despite the growing evidence for physical and biochemical interactions between the proteins of this repair group, mutations in individual genes show very different effects on various types of recombination. The RAD59 gene encodes a protein with similarity to Rad52p which plays a role in the repair of damage caused by ionizing radiation. In the present study we have examined the role played by the Rad59 protein in mitotic ectopic recombination and analyzed the genetic interactions with other members of the repair group. We found that Rad59p plays a role in ectopic gene conversion that depends on the presence of Rad52p but is independent of the function of the RecA homologue Rad51p and of the Rad57 protein. The RAD59 gene product also participates in the RAD1-dependent pathway of recombination between direct repeats. We propose that Rad59p may act in a salvage mechanism that operates when the Rad51 filament is not functional.

DNA Repair↗
PubMed2003

Using role play to develop cultural competence.

Role play is a useful teaching strategy for nursing education. This strategy can simulate patient behaviors, as well as demonstrate nursing interventions that students must learn to be clinically competent. Role play is a dramatic technique that encourages participation to improvise behaviors that may be encountered in nurse-patient situations. Using this technique, participants may test behaviors and decisions in an experimental atmosphere without risk of negative effects in a relationship. Role play is useful in developing cultural competence because participants may experience diverse roles. Cultural competence is the ability to care for patients in a culturally sensitive and appropriate manner. In role play, students may participate as culturally diverse patients or as nurses encountering patients from different cultures. Various teaching strategies facilitate successful use of role play in the classroom, including defining a time frame, selected roles, specific objectives, references, and grading criteria. To optimize learning, the importance of exploration and analysis must be emphasized. Many benefits and potential problems accompany use of role play.

Attitude of Health Personnel↗
PubMed2005

Play-back theatre, theatre laboratory, and role-playing: new tools in investigating the patient-physician relationship in the context of continuing medical education courses.

AIM: The aim of this study was to report on the validation of a role-playing approach, using play-back and theatre laboratory in the context of a continuing medical education (CME) course on predialysis and transplantation, to discuss the patient-physician relationship. METHODS: The course was developed with the help of a theatre director. The role-playing 2-day course was designed to be highly interactive for a small group (15-20 participants), based on a core of case reports (dialysis, transplantation, and return to dialysis after graft failure). Two stages were included: play-back theatre in which experiences told by the participants were mimed by a group of actors, and theatre laboratory in which different aspects of voice and touch were explored. Opinions were gathered by an anonymous semistructured questionnaire completed by all participants. RESULTS: The course obtained a high score from The Ministry of Health (14 credits, 1 per teaching hour). The opinions of the 18 participants were highly positive; all liked the courses. Sixteen of 18 asked to repeat the experience. The strong emotional involvement was an advantage for 15 of 18, sharing emotional aspects of the profession for 10 of 18, and usefulness in clarifying opinions on "dark sides" of our profession for 10 of 18. CONCLUSION: The positive opinions recorded during this experience, the first experiment with a "psycho-theatrical approach" developed in a CME course in our country, suggest the benefit of implementing nonconventional, educational approaches in a multidisciplinary discussion of the patient-physician relationship in transplantation medicine.

Education, Medical, Continuing↗
PubMed1975

[Structuralizing role playing in training].

The role playing utilised in the training of members of a guidance team, especially during technical seminars, may require a structure which protects participants and liberates their personality. A first part describes the spirit and technics most used, of the type "laboratory of human relations". A second part analyses by point differences between structured role playing and therapeutical psychodrama.

Child Psychiatry↗
PubMed2005

Role played by hypothalamic nuclear factor-{kappa}B in alcohol-mediated activation of the rat hypothalamic-pituitary-adrenal axis.

The DNA binding protein nuclear factor-kappaB (NF-kappaB) is a transcription factor translocated from the cytosol to the nucleus in response to stressors. Here we determined whether the known ability of alcohol to activate the hypothalamic-pituitary axis was mediated by NF-kappaB, tested the hypothesis that this phenomenon was accompanied by increased hypothalamic NF-kappaB transcripts, and investigated some of the mechanisms involved in this response. We found that alcohol-induced increase in plasma ACTH was blunted by the intracerebroventricular (icv) injection of a cell-permeable peptide that inhibits NF-kappaB translocation. Alcohol also increased hypothalamic inhibitory factor kappaB (IkappaB) mRNA levels, a factor that regulates NF-kappaB protein activation and the activity of NF-kappaB DNA binding and whose expression is thought to reflect NF-kappaB activity. This response, which was not accompanied by detectable changes in brain levels of proinflammatory cytokines, was partially retained in adrenalectomized/corticosterone-replaced rats. The icv injection of corticotropin-releasing factor (CRF), a hypothalamic peptide that is released by alcohol and mediates its influence on ACTH secretion, also stimulated hypothalamic IkappaB transcription. We therefore determined whether brain CRF played a role in the influence of alcohol on NF-kappaB signaling pathways. Indeed, the icv injection of the CRF antagonist alpha-helCRF(9-41) decreased alcohol-induced hypothalamic IkappaB transcripts. Because this antagonist did not alter corticosterone levels, our data suggest that the role played by CRF was not modulated by this steroid. Collectively, our results provide evidence for a functional interaction between alcohol and NF-kappaB-dependent pathway in stimulating the rat hypothalamic-pituitary axis activity that involves independent roles of corticosterone and CRF.

Adrenocorticotropic Hormone↗
PubMedDate not supplied

Use of dyadic role-playing to increase student participation.

Dyadic role-playing is a way to combine role-playing and dyad work in class to increase student participation. The instructor can use warm-up exercises to help students reduce their stress, and to recognize the value of role-playing in their journeys toward becoming professional nurses. The advantages, limitations, and practical considerations regarding dyadic role-playing are also highlighted.

Education, Nursing↗
PubMed1998

Do I dare? Using role-play as a teaching strategy.

Role-play is a teaching strategy that models patient behaviors and nursing interventions that students need to learn in psychiatric nursing. Applications of this strategy can be used in both classroom and clinical settings. Benefits of using role-play range from cost effectiveness and active learning to modeling expected performance/skill levels and increasing self-confidence and assertiveness. Perceived drawbacks can be minimized by using the planning steps prior to the use of role-play.

Education, Nursing, Baccalaureate↗
PubMedDate not supplied

[Use of role-playing in child psychotherapy and psycho-pedagogy].

Spontaneous role-playing in children stands as a contribution in generating and in improving social behaviors. Spontaneous role-playing is a part of the child's maturing process. Its characteristics: it does not follow any logical pattern; it is frequently repeated; its emotional involvement is important, without ambivalence. Educational role-playing attempts to help the child in coping with a peculiar interpersonal situation. Therapeutical role-playing may be used in helping children suffering from a definite impairment of social skills--or from any psychological or medical problem. We report an example of the use of therapeutical role-playing in a group of diabetic children suffering from disorders in interpersonal relationships arisen at the time of the onset of their physical illness.

Adolescent↗
PubMed1995

Enhancing transfer of training: using role-play to foster teamwork in the cockpit.

Role-plays serve a unique purpose in providing practice and feedback for aircrew team development training in the classroom. When compared with other training strategies, role-play provides targeted practice and feedback of specific behaviors at low cost, with the trade-off being the amount of fidelity it provides. This article presents guidelines for designing role-plays to elicit crew resource management (CRM) behaviors and providing feedback to trainees on their performance. Through careful design procedures, a role-play exercise can provide both targeted practice and feedback and serve a useful purpose in the overall training design of a CRM training program.

Accidents, Aviation↗
PubMed1989

Validation of a role-play measure of children's social skills.

A videotape-administered role-play test of children's social skills was developed and its psychometric properties tested. Performance criteria for the test were derived from popular children's ratings of the effectiveness of different role-play responses. The test was administered to 157 fourth- and fifth-grade boys and girls who had been classified as popular, average, neglected, or rejected, on the basis of sociometric testing. The test evidenced good interrater, test-retest, and internal consistency reliabilities. Children's role-play performance correlated significantly with teacher ratings of social competence and with peer-liking ratings. Neglected children performed more poorly on the role-play test than popular children. When differences in intelligence among social status groups were statistically controlled, social status groups did not differ on the role-play test. Results of the discriminant analyses support the conclusion that teacher ratings are better than role-play tests for identifying rejected children, whereas role-play tests and measures of intelligence appear more accurate than teacher ratings for identifying neglected children.

Child↗
PubMed1998

Role-played interpersonal interaction: ecological validity and cardiovascular reactivity.

Conflictual role-play scenarios have been used to model brief interpersonal interaction and to elicit cardiovascular reactivity in the laboratory. Here we discuss data suggesting that role-played interactions constitute an ecologically valid laboratory task that may improve laboratory-to-field generalization of cardiovascular response. Specifically, our research indicates that young adults perceive the stress associated with role-play scenarios as similar to that encountered in everyday life. Furthermore, these stress appraisals moderate cardiovascular response to role-play in men. We also find that a social stressor (i.e. speech task) is perceived as significantly more similar to a real-life stressor as compared to other standard laboratory tasks. We propose that particular constellations of cognitive, affective, and behavioral responses to laboratory-based social stressors, such as role-played interaction, may elicit different patterns of hemodynamic response. Further understanding of interrelations among cognitive, affective, behavioral, and physiological response patterns may assist in the study of cardiovascular reactivity as a potential mechanism linking personality factors and the development of cardiovascular disease.

Adaptation, Psychological↗
PubMedDate not supplied

Relationship between role-play measures of coping skills and alcoholism treatment outcome.

Alcoholic clients were given role-play tests, involving various social and drinking-related scenarios, before and after two types of aftercare treatment. The assessments were used both to evaluate the effects of treatment and to determine whether any dimensions of pretreatment role-play performance interact with treatment type to predict treatment outcome. Eighty-nine patients were randomly assigned to aftercare group treatment involving either interactional therapy or coping skills training. Clients in both treatments experienced declines in their urge to drink during the role-play scenes from pre- to posttreatment, and these declines were related to reductions in heavy drinking. Three pretreatment role-play variables interacted with type of treatment to predict outcome: observer-rated skill, observer-rated anxiety, and self-reported urge to drink. In general, those patients who did better in the role plays had better drinking outcomes following interactional therapy. Those who experienced more difficulty in the role plays fared best with coping skills training. The results suggest that role-play measures could be used for patient-treatment matching, although it remains to be determined whether they will be superior to more easily assessed patient characteristics.

Adaptation, Psychological↗