Actors as Teachers in Graduate Education

Optometry and Vision Science, 2014

Purpose. Effective patient communication is correlated with better health outcomes and patient satisfaction, but is challenging to train, particularly with difficult clinical scenarios such as loss of sight. In this pilot study, we evaluated the use of simulated patient encounters with actors to train optometric students. Methods. Students were recorded during encounters with actors and assigned to an enrichment group performing five interactions with instructor feedback (n = 6) or a no-enrichment group performing two interactions without feedback (n = 4). Student performance on first and last encounters was scored with (1) subjective rating of performance change using a visual analog scale (anchors: much worse/much better), (2) yes/no response: Would you recommend this doctor to a friend/ relative?, and (3) average score on questions from the American Board of Internal Medicine (ABIM) assessment of doctor communication skills. Three clinical instructors, masked to student group assignments and the order of patient encounters they viewed, provided scores in addition to self-evaluation by students and patient-actors. Results. Using the visual analog scale, students who received enrichment were rated more improved than the noenrichment group by masked examiners (+18 vs. j11% p = 0.04) and self-evaluation (+79 vs. +27% p = 0.009), but not by actors (+31 vs. +43%). The proportion of students recommended significantly increased following enrichment for masked examiners (61% vs. 94%; p G 0.001), but not actors (100 vs. 83%). Average ABIM assessment scores were not significantly different by any rating group: masked instructors, actors, or self-ratings. Conclusions. The findings of this study suggest five simulated patient encounters with feedback result in measurable improvement in student-patient communication skills as rated by masked examiners.

J Contemp Med Edu, 2014

Objective: This study was undertaken as an experimental effort to introduce role-play as a learning tool in teaching of clinical medicine, access its efficacy in understanding clinical scenarios and honing linguistic and examination skills through expression in medical students. The basic hypothesis was that, role-plays can guide the medical students in a better way by gaining knowledge and attitude to deal with real-life situations through simulation acts, so that they can apply this knowledge and skill gained through these simulations in practical examinations, as well as self-application in clinical practice. Methods: This experimental study with a single group pre-and post-test design was carried out in Datta Meghe Institute of Medical Sciences University (NAAC-A) and Jawaharlal Nehru Medical College, Wardha. Twenty-four final year MBBS students were selected for the study. All were subjected to a pre sensitization test in short case format covering affective, cognitive and psychomotor domains from cardiovascular, respiratory, and gastrointestinal system and marks were recorded. Later, the students were sensitized with role-plays of common clinical scenarios and all the role-plays were enacted. Finally, post sensitization test in the same short case format was conducted. Statistical method: student's paired t-test. Results: The post-sensitization scores in each domain were significantly better than the pre-sensitization scores, cognitive domain (95% confidence interval [CI]: −5.14 to −4.60; P < 0.001), affective domain (95% CI −3.26 to −2.65; P < 0.001), and psychomotor domain (955 CI −5.56 to −4.62; P < 0.001), respectively. Conclusion: Role-plays can be used as an extremely effective tool for teaching of clinical medicine.

Transplantation Proceedings, 2005

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.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.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...

BMC medical education, 2006

Communication training is a central part of medical education. The aim of this article is to explore the positions and didactic functions of the fourth wall in medical communication training, using a role-play model basically similar to a theatrical performance. The empirical data stem from a communication training model demonstrated at an international workshop for medical teachers and course organizers. The model involves an actress playing a patient, students alternating in the role of the doctor, and a teacher who moderates. The workshop was videotaped and analyzed qualitatively. The analysis of the empirical material revealed three main locations of the fourth wall as it moved and changed qualities during the learning session: 1) A traditional theatre location, where the wall was transparent for the audience, but opaque for the participants in the fiction. 2) A &quot;timeout/reflection&quot; location, where the wall was doubly opaque, for the patient on the one side and the mod...

Medical Teacher, 2007

Open Journal of Nursing

Objective: Using simulation in medical education was introduced in the 17 th century, applying different techniques. The introduction of using simulated patients (SP) was also of great importance in both learning and evaluation processes. Aims: This current study aims at assessing medical students' perception about the use of well-trained drama students from the school of Arts in simulated session of breaking bad news encounter. Study Design: This is a per-and post-test study. Methods: 112 students were asked to fill a pre-validated questionnaire, who trained from January 2017 till the end of July 2017 preand post-exposure to simulated clinical encounter, where one well trained senior drama student played the role of patient, one student played the doctor who would break the bad news (BBN), debriefing before the encounter, and discussion after took place. Another validated questionnaire was distributed after the encounter, to assess the students' experience. Statistical analysis was done using SPSS version 20. Results: Scores of all questions showed statistically significant improvement after the simulation session (p-value < 0.05). Also, students rated themselves to be more confident to break bad news after the session; they felt that the debriefing and discussions were of great value and agreed that they needed more simulation sessions in their clinical training. 95% of the students found the debriefing constructive and reflective on their learning experience, 84% found it helpful in applying the knowledge they received, and in development of their decision-making ability. Conclusion: Simulation encounter, using drama students who are well-trained in

Iberoamerican Journal of Medicine, 2025

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 roleplay simulation has many advantages that serve the educational process. It promotes highlevel 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 peerrole play simulation via an intelligent learning environment to gain more knowledge in a short time.

Patient education and counseling, 2007

To assess whether the practice and rehearsal of communication skills is likely to lead to better outcomes following training, and whether the use of simulated patients in training is likely to be superior to role-play in terms of communication skill acquisition. The databases Medline, Amed, Cinahl, BNI, Embase, Psychinfo and HMIC were searched for articles which compared the use of simulated patients and/or role-play in training healthcare practitioners in acquiring communication skills. Most studies appear to indicate that outcomes are better in communication skills training programs where skills practice has taken place. However, a number of methodological weaknesses make concrete conclusions difficult to draw. There was just one study that directly compared the use of role-play with simulated patients. This found no significant difference in outcomes between the two methods. There is a need for more well-designed studies that assess skill acquisition following the use of simulate...

Open Journal of Nursing, 2022

Background: This article examines the effects of role modeling used as an educational scaffold in simulation. Students requested an exemplar of what was expected before entering the simulation scenario. Three expert nurses were filmed managing a deteriorating patient scenario with these videos then used in pre-briefing with undergraduate nursing students. Method: Action research is employed with undergraduate nursing students (n = 161) who acted as co-researchers in that they are asked for changes in simulation which will improve their learning in the areas of knowledge acquisition, skill development, critical thinking, and communication. Three action research cycles were employed with feedback from each cycle informing the next. Results: The use of an expert role modeling video as a prebriefing educational scaffold strengthened professional competence, clinical reasoning and judgment, and professional confidence. Furthermore, designing roles within the simulation allowed students to gain competence in managing one small piece of the overall situation. Conclusion: This research highlights the effectiveness of pre-briefing video clips in enhancing student learning with undergraduate nurses. These abilities are essential in order to provide safe and competent care, and to encourage professional identity/development in undergraduate nurses.

BMC Medical Education, 2007

Background: Role-play is widely used as an educational method for learning about communication in medical education. Although educational theory provides a sound rationale for using this form of simulation, there is little published evidence for its effectiveness. Students' prior experiences of role-play may influence the way in which they engage in this method. This paper explores students' experiences with the aim of producing guidelines for maximising the benefits of role-play within this learning context.