Manzoor Iram, Mukhtar Fatima, Hashmi Noreen Rahat
Department of Community Medicine, FMH, College of Medicine and Dentistry, Shadman, Lahore.
J Coll Physicians Surg Pak. 2012 Apr;22(4):222-5.
To assess the students' perspective about role-plays conducted as a teaching methodology in community medicine.
A quasi-experimental study.
Department of Community Medicine at Fatima Memorial College of Medicine and Dentistry from July to November 2010.
A probability technique of simple random sampling was used to collect 63 students from the third and fourth year MBBS who were randomly distributed in five sub-groups. They were variously ascribed the roles of obsceners, participants and helpers. A questionnaire was distributed to collect student's responses. The data was analyzed on SPSS version 17 to compare the responses. Chi-square test was applied and p-value was fixed at < 0.05 as significant.
Sixty-three students were selected as participants of this study in which 46 belonged to the fourth year MBBS class (73%) and 17 were third year MBBS students (27%). There were 13 male (20.6%) and 50 female (79.4%) students. Role-plays were identified as most effective method of teaching (n = 25, 37.9%) followed by lectures (n = 17, 25.8%, p = 0.054). Fifty-two students (78.5%) admitted that role-plays improved their knowledge of the subject, 55 (84.6%) said that it will help them in their clinical performance. Fifty-nine participants (89.4%) found role-plays interesting and 49 (74.2%) wanted to incorporate role-plays as a part of curriculum. Fifty-six of the participants (88.9%) agreed that role-plays improved their communication skills. Twenty-one participants (31.8%) believed that it helped them in making acquaintance with the local situation. Forty-six students (76.7%) identified role-plays as a feasible way of andragogy (p = 0.005) and 48 (76.2%) said that it provoked critical thinking about the subject (p = 0.038). Fifty-four students (85.7%) admitted that their attention span was better in role-plays as compared to lectures (p = 0.047).
Role-plays were well accepted by the students as an effective teaching methodology and can be incorporated as a part of teaching strategies in Community Medicine.
评估学生对社区医学中作为一种教学方法进行的角色扮演的看法。
一项准实验研究。
2010年7月至11月在法蒂玛纪念医学院和牙科学院社区医学系。
采用简单随机抽样的概率技术，从本科医学学士三年级和四年级中收集63名学生，他们被随机分为五个亚组。分别赋予他们旁观者、参与者和帮助者等不同角色。发放问卷以收集学生的反馈。使用SPSS 17版软件对数据进行分析以比较反馈。应用卡方检验，将p值设定为<0.05为有统计学意义。
63名学生被选为该研究的参与者，其中46名属于本科医学学士四年级班级（73%），17名是本科医学学士三年级学生（27%）。有13名男生（20.6%）和50名女生（79.4%）。角色扮演被认为是最有效的教学方法（n = 25，37.9%），其次是讲座（n = 17，25.8%，p = 0.054）。52名学生（78.5%）承认角色扮演提高了他们对该学科的知识，55名（84.6%）表示这将有助于他们的临床实践。59名参与者（89.4%）觉得角色扮演有趣，49名（74.2%）希望将角色扮演纳入课程的一部分。56名参与者（88.9%）同意角色扮演提高了他们的沟通技巧。21名参与者（31.8%）认为这有助于他们了解当地情况。46名学生（76.7%）认为角色扮演是一种可行的成人教学方法（p = 0.005），48名（76.2%）表示这激发了对该学科的批判性思考（p = 0.038）。54名学生（85.7%）承认与讲座相比，他们在角色扮演中的注意力更集中（p = 0.047）。
角色扮演作为一种有效的教学方法被学生广泛接受，可纳入社区医学教学策略的一部分。
