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Role Plays (role + play)
Terms modified by Role Plays Selected AbstractsWhen smokers are resistant to change: experimental analysis of the effect of patient resistance on practitioner behaviourADDICTION, Issue 8 2005Nick Francis ABSTRACT Aims In the field of motivational interviewing, practitioner confrontational behaviour has been associated with lower levels of patient behaviour change. We set out to explore whether resistance to change among smokers affects practitioner confrontational and other behaviours. Design Experimental manipulation of levels of patient resistance in a role play. Setting The study was conducted at the start of a 2-day health behaviour change workshop. Participants Thirty-two practitioners who had registered for the workshop. Intervention The practitioners were assigned randomly to interview a standardized patient (actor) who portrayed a smoker who had been briefed to display either high or low levels of resistance to change. Measurements Interviews were audiotaped and transcribed. Practitioners and standardized patients completed interview ratings at the end of each interview. After listening to each taped interview practitioners were assigned a global score for confrontation, empathy and expert instructional style. Interviews were then submitted to a qualitative analysis. Findings Higher levels of practitioner confrontational behaviour were observed in the high resistance group. This was evident both from the global scores (median 2 versus 0, P = 0.001) and the qualitative analysis. Global scores for empathy and expert instruction were not significantly different. Qualitative analysis also suggests a pervasive negative impact on other practitioner behaviours. Conclusions Higher patient resistance probably leads to an increase in confrontational and other negative behaviours in health professionals attempting to promote behaviour change. This challenges important assumptions about the influence of practitioner behaviour on patient behaviour and subsequent health-related outcomes. [source] New methodology for using incognito standardised patients for telephone consultation in primary careMEDICAL EDUCATION, Issue 1 2009Hay Derkx Context, Many countries now use call centres as an integral part of out-of-hours primary care. Although some research has been carried out on safety issues pertaining to telephone consultations, there has been no published research on how to train and use standardised patients calling for medical advice or on the accuracy of their role-play. Objectives, This study aimed to assess the feasibility and validity of using telephone incognito standardised patients (TISPs), the accuracy of their role-play and the rate of detection. Further objectives included exploring the experiences of TISPs and the difficulties encountered in self-recording calls. Methods, Twelve TISPs were trained in role-play by presenting their problem to a general practitioner and a nurse. They were also trained in self-recording calls. Calls were made to 17 different out-of-hours centres (OOHCs) from home. Of the four or five calls made per evening, one call was assessed for accuracy of role play. Retrospectively, the OOHCs were asked whether they had detected any calls made by a TISP. The TISPs filled in a questionnaire concerning their training, the self-recording technique and their personal experiences. Results, The TISPs made 375 calls over 84 evenings. The accuracy of role-play was close to 100%. A TISP was called back the same evening for additional information in 11 cases. Self-recording caused extra tension for some TISPs. All fictitious calls remained undetected. Conclusions, Using the method described, TISPs can be valuable both for training and assessment of performance in telephone consultation carried out by doctors, trainees and other personnel involved in medical services. [source] Casting anxiety in small group facilitation: faculty development via role playMEDICAL EDUCATION, Issue 5 2003Sara Kim No abstract is available for this article. [source] Teaching sexual history taking to health care professionals in primary careMEDICAL EDUCATION, Issue 6 2001John R Skelton Objectives Although it is accepted that history taking is central to correct diagnosis, little work has been undertaken on the development of sexual history taking, particularly in a primary care context where sexual health may not occur to the patient. Embarrassment is recognized as one major problem. This paper reports on a series of teaching interventions designed to help primary health care professionals (doctors and nurses) to identify and deal effectively with sexual health issues in the consultation. Methods 141 participants took part in nine different courses, with 114 returning evaluations. All courses involved tutorial teaching on clinical and ethicolegal issues and role play with trained professional role-players; some involved video-based dramatizations to particularize principles in context. During role play sessions, which were followed by detailed, contextualized feedback, clinical issues, attitudinal issues (e.g. articulating a sense of personal embarrassment, and the risk of stereotyping), and ethicolegal issues were all discussed, as were examples of words and phrases which participants were invited to try out. Outcomes The overall quality of the courses was rated by participants, on average, at 89·95 (maximum 100), and the relevance of the topic at 91·40. Free text comments centred on the power of the training as a consciousness raiser, on the need to alter communication strategies, the need to change existing clinical practice and the value of role play as a methodology. Interactive courses on sexual health are highly acceptable to participants. [source] Teamwork Training for Interdisciplinary ApplicationsACADEMIC EMERGENCY MEDICINE, Issue 2009Bev Foster Safe healthcare delivery in the emergency department is a team sport. Medical educators seek efficient and effective methods to teach and practice teamwork skills to all levels of interdisciplinary learners with the goal of enhancing communication, insuring smooth clinical operations, and improving patient safety. We present a new interdisciplinary, health professions teamwork curriculum, modified from TeamSTEPPS, that is efficient, effective, and can be delivered using multiple teaching modalities. This flexible curriculum structure begins with a brief didactic core designed to orient the learners to team concepts and invest them in the rationale for focusing on teamwork skills. This is followed by one of four additional instructional modalities: traditional didactic, interactive audience response didactic, low-fidelity simulation (role play), and high-fidelity patient simulation. Each of these additional modalities can be utilized singly or in combination to enhance the learners' attitudes, knowledge, and skills in team-based behaviors. Interdisciplinary cases have been defined, piloted, modified, and deployed at two major universities across more than 400 learners. Interdisciplinary simulation scenarios range from team-based role play to high-fidelity human patient simulation. Assessment cases using standardized patients are designed for interdisciplinary applications and focus on observable team-based behaviors rather than clinical knowledge. All of these cases have accompanying assessment instruments for attitudes, knowledge, and skills. These instruments may be used for formative assessment to provide feedback to the learners and standardize the faculty's information delivery. If used in a summative manner they provide data for course completion criteria, remediation, or competency assessment. [source] Psychodrama: helping families to adapt to childhood diabetesEUROPEAN DIABETES NURSING, Issue 3 2006B Bektas RN. Abstract Effective management of diabetes in children requires a holistic approach that takes into account the roles of diabetes education, treatment and disease management, and the integral role of family relationships. Psychodrama is a group-based psychological support technique that aims to improve the acceptance and understanding of diabetes within the families of diagnosed children. Through group improvisation, role plays and feedback sessions, the families of children with diabetes participate in a cathartic process that helps them to share their problems, benefit from others' insight and feedback and to discuss behavioural changes that will avoid similar problems in the future. The families that participated in this study reported an enhanced understanding of the contribution that relationships with their children have on the successful management of their diabetes. Through recognition of the reasons for their anxieties about their children's diabetes, they were able to address fixed behavioural patterns in a supportive, non-judgmental arena, and to work towards positive change. Their children benefited indirectly through changes in their parents' behaviour and improved communication within their families. A reduction in the children's HbA1c levels was observed through the course of the study, although this could not be considered a direct result of psychodrama. Copyright © 2006 FEND. [source] Preliminary evaluation of ,interpreter' role plays in teaching communication skills to medical undergraduatesMEDICAL EDUCATION, Issue 3 2001K C J Lau Rationale and objectives Multiculturalism presents linguistic obstacles to health care provision. We explored the early introduction of ,interpreter' role-play exercises in teaching medical undergraduates communication skills. The interpreter role creates a natural barrier in communication providing an active prompt for recognizing learning needs in this area. Methods Bilingual Cantonese first-year medical students (n=160) were randomly allocated to either ,Observer' or ,Interpreter' role plays at a small-group introductory communication skills workshop using a quasi experimental design, counterbalanced across tutors. Students assessed their own skill competence before and, together with their perceptions of the different role plays' effectiveness, again after the workshop, using an anonymous 16 item Likert-type scale, analysed using ANOVA and MANOVA. Results Students' assessments of their skills improved significantly following the workshop (F=73·19 [1,156], P=0·0009). Students in the observer group reported greater changes in their scores following the workshop than did students in the interpreter group (F=4·84 [1,156], P=0·029), largely due to improvement in perceived skill (F=4·38 [1,156], P=0·038) rather than perceived programme effectiveness (F=3·13 [1,156], P > 0·05). Subsequent MANOVA indicated no main effect of observer/interpreter conditions, indicating these differences could be attributed to chance alone (F=1·41 [16 141], P > 0·05). Conclusion The workshop positively influenced students' perceived communication skills, but the ,Interpreter' role was less effective than the ,Observer' role in achieving this. Future studies should examine whether interpreter role plays introduced later in the medical programme are beneficial. [source] Negotiating for Money: Adding a Dose of Reality to Classroom NegotiationsNEGOTIATION JOURNAL, Issue 4 2007Roger J. Volkema Negotiation and conflict management courses have become increasingly common in business schools around the world. Frequently, these courses employ role plays and simulations to encourage students to try new strategies, tactics, techniques, and behaviors. While these simulations generally are designed to elicit realistic negotiation dynamics, they often lack the full emotional tension inherent in actual negotiations. One possible reason for this reduced tension is that no tangible resources, such as money, are at stake. This article describes an experiment in which MBA students paid a player's fee at the beginning of a negotiation course, and in which each negotiation exercise had an actual dollar value at risk. The article reports some results from this experiment and offers suggestions for instructors who might seek to add a player's fee to their own courses. In general, most students found the experience valuable, as it provided performance benchmarks while focusing their attention more sharply on risks and returns. [source] Empathic understanding: Constructing an evaluation scale from the microcounseling approachNURSING & HEALTH SCIENCES, Issue 1 2000Hiroko Nagano RN Abstract The Empathic Understanding Scale measures the depth of the nurse,patient relationship. As a nurse cares for a patient it is necessary to first establish a relationship. The author identified empathic understanding as the key concept for this study. The primary theme was to develop a scale to measure the nurse's level of empathic understanding of the patient. The purpose of the study was to examine a 23-item questionnaire using the microcounseling model to prove whether empathy is an effective tool in establishing a nurse,patient relationship. Using these results, factors were extracted to measure the level of the nurse's empathic understanding of the patient. Eighteen subjects participated in the pilot study: eight nurses employed by the psychiatric ward of one of Shizuoka's prefectural hospitals, Yoshinso, and 10 students learning to be public health workers. All 18 subjects verbally agreed to participate in the study. Data collection was through experimental interviews according to microtraining models and through questionnaires comprising four elements: moral, emotional, cognitive and communication action. The results were analyzed by principle factor analysis, two-way analysis of variance and multiple regression analysis of variance. Analysis resulted in four factors being extracted. Using the Emotional Empathy Scale for comparison, the content validity of those factors was confirmed. In the second study, these four factors were used as an evaluation instrument in the form of a list of 20 items of evaluation. Measurements were derived by evaluating the 327 nursing students who were the subjects for this study. The subjects performed pseudo-counseling role plays based on the microcounseling method. Five evaluators studied the counselor's behavior and attitude by observing the interaction between the client and counselor roles as the subjects performed role plays. A Likert scale was used to collect data and the data were analyzed by principle factor analysis. The Empathic Understanding Scale consists of four factors: ,acceptance attitude', ,cognitive awareness attitude', ,reflective attitude regarding emotions and meaning' and ,verbalization prompting attitude'. These four factor structure groups that were extracted were found to be the same in both the pilot study and the second study. In the second study, however, a more valid and reliable Empathic Understanding Scale was established. [source] | ||||||||||