A profession-wide collaboration to embed role-play simulation into Australian entry-level physiotherapy clinical training

Physiotherapy ◽  
2015 ◽  
Vol 101 ◽  
pp. e1047 ◽  
Author(s):  
A. Wright ◽  
P. Moss ◽  
K. Watson ◽  
S. Rue ◽  
G. Jull ◽  
...  
Keyword(s):  
Clinical Training ◽  
Role Play ◽  
Entry Level ◽  
Role Play Simulation

scholarly journals Online and face-to-face role-play simulations in promoting social work students’ argumentative problem solving

2013 ◽  
Vol 8 (1) ◽  
pp. 6-40 ◽  
Author(s):  
Kati Vapalahti ◽  
Miika Marttunen ◽  
Leena Laurinen
Keyword(s):  
Social Work ◽  
Problem Solving ◽  
Social Issues ◽  
Role Play ◽  
Social Work Students ◽  
Teaching Experiment ◽  
Face To Face ◽  
Quasi Experimental ◽  
Alcohol And Drug Abuse ◽  
Role Play Simulation

This paper reports on a teaching experiment in which social work students (n=38) practiced problem solving through argumentative tasks. A teaching experiment was carried out at a Mikkeli University of Applied Sciences in Finland in connection with a course concerning preventative work against alcohol- and drug abuse. This quasi- experimental study investigated whether role-play simulation conducted either online (15 students) or face-to-face (14 students) improved students’ problem solving on social issues. As a pre-test, the students wrote an essay after having watched a dramatization of problematic cases on elderly people’s use of alcohol. The students also attended lectures (30 x 45 min) on the effect of substance abuse and preventive work, and after the role-play simulation they wrote another essay (post-test). Nine controls wrote an essay without participating in the role-play simulation. Lastly, the students filled out feedback questionnaires.

scholarly journals Using virtual worlds for role play simulation in child and adolescent psychiatry: an evaluation study

2014 ◽  
Vol 38 (5) ◽  
pp. 204-210 ◽  
Author(s):  
Aaron K. Vallance ◽  
Ashish Hemani ◽  
Victoria Fernandez ◽  
Daniel Livingstone ◽  
Kerri McCusker ◽  
...  
Keyword(s):  
Virtual Worlds ◽  
Learning Experience ◽  
Role Play ◽  
Role Playing ◽  
Evaluation Study ◽  
Child And Adolescent Psychiatry ◽  
Added Value ◽  
Nominal Group ◽  
Small Group Teaching ◽  
Role Play Simulation

Aims and methodTo develop and evaluate a novel teaching session on clinical assessment using role play simulation. Teaching and research sessions occurred sequentially in computer laboratories. Ten medical students were divided into two online small-group teaching sessions. Students role-played as clinician avatars and the teacher played a suicidal adolescent avatar. Questionnaire and focus-group methodology evaluated participants' attitudes to the learning experience. Quantitative data were analysed using SPSS, qualitative data through nominal-group and thematic analyses.ResultsParticipants reported improvements in psychiatric skills/knowledge, expressing less anxiety and more enjoyment than role-playing face to face. Data demonstrated a positive relationship between simulator fidelity and perceived utility. Some participants expressed concern about added value over other learning methods and non-verbal communication.Clinical implicationsThe study shows that virtual worlds can successfully host role play simulation, valued by students as a useful learning method. The potential for distance learning would allow delivery irrespective of geographical distance and boundaries.

“I had to live, breathe, and write my character”: Character Selection and Student Engagement in an Online Role-Play Simulation

2017 ◽  
Vol 83 (4) ◽  
pp. 280-309
Author(s):  
Amy Rector-Aranda ◽  
Miriam Raider-Roth ◽  
Noah Glaser ◽  
Matthew Behrman
Keyword(s):  
Student Engagement ◽  
Role Play ◽  
Role Play Simulation

What do students learn from a role-play simulation of an international negotiation?

2014 ◽  
Vol 38 (3) ◽  
pp. 401-414 ◽  
Author(s):  
Matthew A. Schnurr ◽  
Elizabeth M. De Santo ◽  
Amanda D. Green
Keyword(s):  
Role Play ◽  
International Negotiation ◽  
Role Play Simulation

scholarly journals A Physician Assistant Entry-Level Doctoral Degree: More Harm Than Good?

2021 ◽  
Author(s):  
Violet Kulo ◽  
Shani Fleming ◽  
Karen Gordes ◽  
Hyun-Jin Jun ◽  
James Cawley ◽  
...  
Keyword(s):  
Clinical Training ◽  
Qualitative Data ◽  
Negative Impact ◽  
Doctoral Degree ◽  
Physician Assistants ◽  
The United States ◽  
Bivariate Analysis ◽  
Structured Interviews ◽  
Perceived Risks ◽  
Entry Level

Abstract Background: As most health professions in the United States have adopted clinical or practice doctorates, there has been an ongoing debate on whether physician assistants (PAs) should transition from a master’s to a doctorate as the terminal degree. The authors examined perceived risks, benefits and impact of transitioning to an entry-level PA doctoral degree. Methods: A multi-prong, mixed-methods approach was used that included a literature review and collecting quantitative and qualitative data. Bivariate analysis and binomial logistic regression analysis were performed to evaluate relationships between perceptions/perspectives on an entry-level PA doctoral degree and the anticipated impact of it causing more harm than good to the PA profession. For the semi-structured interviews (38 interprofessional stakeholders), deductive content analysis was used to analyze the qualitative data. Results: Six hundred and thirty six PA clinicians and PA students (46%) completed the survey. Most respondents (n = 457, 72%) disagreed that an entry-level PA doctoral degree should be required. More than half of the respondents (n = 341, 54%) agreed that it should be offered but not required and 380 respondents (60%) agreed that an entry-level doctoral degree would cause more harm than good. Race, educational attainment, occupation, and length of practice as a PA were significantly associated with having a perception of causing more harm. There was strong positive association between the perception of a doctoral degree causing more harm with expectations of having a negative impact on the availability of clinical training sites (OR = 4.39, p <.05). Based on the analysis of qualitative data, the most commonly cited perceived risks were increased cost for education, decreased diversity in the profession, and negative impact on the PA/physician relationship. Conclusions: The perceived benefits and risks of an entry-level PA doctoral degree are strongly influenced by the lens of the stakeholder. While the majority of PAs and students appear to be not in favor, the proportion of those in favor is not insignificant and their views should not be ignored in future discussions. Addressing concerns with key stakeholders could help the PA profession to transition to a doctoral degree with minimal adverse impact.

scholarly journals The Students’ Response Analysis of English for Specific Purposes Speaking Class through Role Play (Job Interview) of Economics Students in Semarang University

2018 ◽  
Vol 9 (2) ◽  
Author(s):  
Dini Anggraheni Dini Anggraheni
Keyword(s):  
Role Play ◽  
Simulation Method ◽  
English For Specific Purposes ◽  
Response Analysis ◽  
Job Interview ◽  
Economics Students ◽  
Role Play Simulation

The purpose of this study was to analyze the students’ response of English for Specific Purposes (ESP) speaking class through role play (job interview) of economics students in Semarang University. The writer uses questionnaires to analyze the students’ response and Likerts scale to count and also describe the students’ response. The result of this study came from 2 statements in questionnaires that chosen by 40 students. It shows 77 % for first statement and 75% for second statements. The result tells that the students agree with the role play (simulation) method for job interview that practiced in ESP speaking class. It also shows that the students feel that role play can make it easier to learn English especially in speaking.

Role-Play Simulations and Changing Perceptions of the Other: Model UN, Model Arab League, and Student Views of the Muslim World

2019 ◽  
Vol 21 (3) ◽  
pp. 219-239
Author(s):  
Vaughn Parnell Shannon
Keyword(s):  
Middle East ◽  
Student Perceptions ◽  
Role Play ◽  
Control Group ◽  
Muslim Countries ◽  
Student Views ◽  
Post Test ◽  
Quasi Experimental ◽  
Arab League ◽  
Role Play Simulation

Abstract Role-play simulation can both enhance knowledge and favorably affect perceptions of others in global politics. This article tests these hypotheses in two quasi-experimental pretest/post-test surveys of student perceptions of Muslims, Arabs, and the countries of the Middle East. Students engaging in Model UN and Model Arab League simulations representing Arab and Muslim countries demonstrated improved knowledge of the countries they represented and, more importantly, positive changes in perceptions of Muslims and the Muslim countries they represented. A control group demonstrated no such change in images of the Muslims, Arabs, and countries of the Middle East. This preliminary study shows the potential importance of role-play simulations in fostering cross-national and cross-cultural understanding in the fraught relationship between the Middle East and the West.

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