School of Pharmacy and Medical Sciences, University of South Australia, Adelaide, South Australia.
Am J Pharm Educ. 2011 Jun 10;75(5):84. doi: 10.5688/ajpe75584.
To evaluate the usefulness of a role-play model in developing students' patient-care skills in a first-year undergraduate pharmacy practice course.
A role-play model was developed and implemented in workshops across 2 semesters of a year-long course. Students performed different roles, including that of a pharmacist and a patient, and documented case notes in a single interaction.
Student perceptions of the usefulness of the approach in acquiring skills were measured by surveying students during both semesters. All student assessments (N=130 in semester1; N=129 in semester 2) also were analyzed for skills in verbal communication, information gathering, counselling and making recommendations, and accurately documenting information. A majority of students found the approach useful in developing skills. An analysis of student assessments revealed that role-playing was not as effective in building skills related to accurate documentation as it was in other areas of patient care.
Role play is useful for developing patient-care skills in communication and information gathering but not for documentation of case notes.
评估角色扮演模式在培养本科药学实践课程一年级学生患者护理技能方面的有用性。
在为期一年的课程的两个学期中，开发并实施了角色扮演模式。学生扮演不同的角色，包括药剂师和患者，并在单次互动中记录病例笔记。
通过在两个学期中对学生进行调查，衡量学生对该方法在获取技能方面的有用性的看法。还对所有学生的评估（第 1 学期 130 名学生；第 2 学期 129 名学生）进行了分析，以评估口头沟通、信息收集、咨询和提出建议以及准确记录信息方面的技能。大多数学生认为这种方法对培养技能很有用。对学生评估的分析表明，角色扮演在建立与准确记录病例相关的技能方面不如在其他患者护理领域有效。
角色扮演对于培养沟通和信息收集方面的患者护理技能很有用，但对于记录病例笔记则不然。
