Croft P, White D A, Wiskin C M D, Allan T F
Department of Primary Care and General Practice, Learning Centre, University of Birmingham, Birmingham, UK.
Eur J Dent Educ. 2005 Feb;9(1):2-9. doi: 10.1111/j.1600-0579.2004.00349.x.
This paper reports student (n = 180) feedback on the role-play teaching methodology used in behavioural sciences teaching at The School of Dentistry in Birmingham (UK). The feedback received on this well-established (since 1995) educational programme was collected via questionnaire (100% response rate), requiring Likert scale and free text responses. Generally students reported that they had enjoyed and valued the session. Over two-thirds (69.7%) of students rated the role-players as 'very real' and over three-quarters (78.9%) rated their feedback as 'very fair'. The data collected from this study will inform future curriculum development. Student feedback was very positive and demonstrated that the cohort (86% of all students studying in years 1, 2 and 3) found the use of professional role-players involved in behavioural sciences teaching to be both acceptable and valuable.
本文报告了学生（n = 180）对英国伯明翰牙科学院行为科学教学中所采用的角色扮演教学方法的反馈。通过问卷调查（回复率100%）收集了关于这个自1995年起就已确立的教育项目的反馈，问卷要求采用李克特量表并提供自由文本回复。总体而言，学生们表示他们喜欢并重视这一课程。超过三分之二（69.7%）的学生将角色扮演参与者评价为“非常逼真”，超过四分之三（78.9%）的学生将他们的反馈评价为“非常公正”。从本研究收集的数据将为未来的课程开发提供参考。学生反馈非常积极，表明该群体（所有一、二、三年级学生中的86%）发现参与行为科学教学的专业角色扮演参与者是可接受且有价值的。
