Yunru Chen1, Xi Zhang1, Lei Shi1, Xueliang Yang1, Xiaojing Liu1, Feng Ye1, Shumei Lin1.
Abstract
OBJECTIVE: This study aims to apply the role-play method of teaching to clinical novitiate teaching of infectious diseases and assess the student feedback and learning effect.
METHODS: The students were randomly divided into a role-playing group (taught using a role-playing method) and a standard group (taught using traditional method). Typical cases of hemorrhagic fever with renal syndrome (HFRS) with fever, hypertensive shock, and oliguria phase overlap as clinical manifestations were selected. Students in the role-playing group underwent pre-class preparation according to a well-designed script and performed the patient's consultation process of suspected HFRS in the classroom, followed by a discussion and questionnaire survey. The standard group underwent routine theory teaching. Teaching efficacy was evaluated by theoretical examination.
RESULTS: The test scores and case analysis ability were higher for students in the role-playing group than in the standard group (p < 0.05). Nearly 90% of the students in the role-playing group gave positive feedback on the role-playing pedagogy and were willing to participate in its classroom implementation.
CONCLUSION: Role-playing has positive effects on knowledge acquisition, skills upgrading, and attitudes related to medical teaching. Therefore, this method can be introduced in the teaching of other medical courses. SUPPLEMENTARY INFORMATION: The online version of this article (10.1007/s40670-020-01031-x) contains supplementary material, which is available to authorized users. © International Association of Medical Science Educators 2020.
OBJECTIVE: This study aims to apply the role-play method of teaching to clinical novitiate teaching of infectious diseases and assess the student feedback and learning effect.
METHODS: The students were randomly divided into a role-playing group (taught using a role-playing method) and a standard group (taught using traditional method). Typical cases of hemorrhagic fever with renal syndrome (HFRS) with fever, hypertensive shock, and oliguria phase overlap as clinical manifestations were selected. Students in the role-playing group underwent pre-class preparation according to a well-designed script and performed the patient's consultation process of suspected HFRS in the classroom, followed by a discussion and questionnaire survey. The standard group underwent routine theory teaching. Teaching efficacy was evaluated by theoretical examination.
RESULTS: The test scores and case analysis ability were higher for students in the role-playing group than in the standard group (p < 0.05). Nearly 90% of the students in the role-playing group gave positive feedback on the role-playing pedagogy and were willing to participate in its classroom implementation.
CONCLUSION: Role-playing has positive effects on knowledge acquisition, skills upgrading, and attitudes related to medical teaching. Therefore, this method can be introduced in the teaching of other medical courses. SUPPLEMENTARY INFORMATION: The online version of this article (10.1007/s40670-020-01031-x) contains supplementary material, which is available to authorized users. © International Association of Medical Science Educators 2020.
Entities:
Keywords:
Clinical novitiate teaching; Hemorrhagic fever with renal syndrome; Role-playing teaching method
Year: 2020
PMID： 34457864 PMCID： PMC8368706 DOI： 10.1007/s40670-020-01031-x
Source DB: PubMed Journal: Med Sci Educ ISSN： 2156-8650