Evaluation of a Role-Play Learning Exercise in an Ambulatory Clinic Setting

被引:19
作者
Littlefield, John H. [1 ]
Hahn, Henry B. [1 ]
Meyer, Arlene S. [1 ]
机构
[1] Univ Texas Hlth Sci Ctr San Antonio, Off Educ Resources, San Antonio, TX 78284 USA
关键词
ambulatory teaching; clinical teaching; score reliability; simulation; student evaluation;
D O I
10.1023/A:1009789110719
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Learning in ambulatory settings can be aided by teaching activities which do not slow the pace of the clinic. In this study, simulated-parent role-play scripts were developed for use with students prior to seeing actual patients. During the learning exercise, a faculty member role-played various parents, a medical student role-played the physician while another student observed. Students were randomly assigned to either the Treatment Group (participated in role-play exercise) or Control Group (did not participate). Sixteen Treatment Group students completed approximately 20 role-play cases on the first day of the Pediatrics clerkship. Both Treatment and Control Group students were then individually assessed one to two days later using two role-play cases by an examiner blinded to the students' experimental status. Student performance was scored on three criteria: history taking, differential diagnosis, and correct diagnosis. The Treatment Group achieved higher scores than the Control Group for history taking, but not for differential diagnosis or correct diagnosis. Role-play learning exercises can be used to improve student history taking in an ambulatory clinic prior to seeing actual patients. Potential use of role-play cases as a screening exam to exempt some students from the role-play learning exercise is discussed.
引用
收藏
页码:167 / 173
页数:7
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