Ladhani Zahra, Chhatwal Jugesh, Vyas Rashmi, Iqbal Mobeen, Tan Christina, Diserens Deborah
Department of Community Health, Shifa College of Nursing, Islamabad, Pakistan.
Clin Teach. 2011 Mar;8(1):31-6. doi: 10.1111/j.1743-498X.2010.00401.x.
There has been a rapid growth of online teaching in the past few years, yet the implementation of role-play for formal educational activities in an online setting is growing more slowly. The use of online role-playing for the development of health professions educators is virtually un-documented in the literature.
In the project reported here we use role-playing as a method to motivate and increase active participation in an online web-based discussion on community-based medical education (CBME). The Foundation for Advancement of International Medical Education & Research (FAIMER(®) ) Institute hosts virtual group discussions for fellows as part of its fellowship programmes, in order to deepen their knowledge base in health professions education and research. In June 2008, a group of seven FAIMER(®) fellows and faculty members moderated an online discussion on CBME using an online role-play exercise with other fellows and faculty members.
Out of a total of 102 fellows, 36 (35.3%) participated actively, which exceeded the typical percentage of list server participation. In addition, a rich discussion resulted in a comprehensive report on the goals, challenges, logistical components, role of Health Ministry policy and the possible ethical mandate of CBME in developing countries.
Online role-play encouraged distributed participation among a highly diverse international group of participants, supporting the conclusion that role-playing can be used effectively with mid-career health professional faculty members in the online environment.
在过去几年中，在线教学迅速发展，但在线环境下正式教育活动中角色扮演的实施发展较为缓慢。文献中几乎没有关于将在线角色扮演用于卫生专业教育工作者培养的记载。
在本文所报道的项目中，我们将角色扮演作为一种方法，以激励并增加对基于社区医学教育（CBME）的在线网络讨论的积极参与。国际医学教育与研究促进基金会（FAIMER(®)）研究所为学员举办虚拟小组讨论，作为其学员项目的一部分，目的是加深他们在卫生专业教育和研究方面的知识基础。2008年6月，一组七名FAIMER(®)学员和教员与其他学员和教员一起，通过在线角色扮演练习主持了一场关于CBME的在线讨论。
在总共102名学员中，36名（35.3%）积极参与，这超过了列表服务器参与的典型比例。此外，一场丰富的讨论形成了一份关于目标、挑战、后勤组成部分、卫生部政策的作用以及CBME在发展中国家可能的道德要求的综合报告。
在线角色扮演鼓励了来自高度多样化国际群体的参与者进行分布式参与，支持了在在线环境中可有效地将角色扮演用于处于职业生涯中期的卫生专业教员的结论。
