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Designing Online Education Courses
Published in Cleborne D. Maddux, D. LaMont Johnson, The Web in Higher Education: Assessing the Impact and Fulfilling the Potential, 2021
Having defined the educational objectives, we need to identify the learning strategies to be adopted for their pursuit. These may include instructional training (in the use of tools and services), exercises, discussion, collaborative work, simulation, role-playing or tutorials, to name but a few.
Projective techniques in health research
Published in Paul M.W. Hackett, Christopher M. Hayre, Handbook of Ethnography in Healthcare Research, 2020
Taylor Malone, Paul M.W. Hackett
The role-playing projective technique involves a relatively simple procedure. However, role playing does require an immense amount of creativity on the respondent’s part in order for the approach to be successful in terms of producing useful information in relation to healthcare research (e.g., Jacobsen, Baer, Lepp, & Schei, 2006). Creating a healthcare related role-playing exercise where all respondents will be able to create answers and meanings can be difficult and requires creativity on the researcher’s end as well. In this technique, moderators present fictitious healthcare scenarios and ask the respondents to play specific roles in them. Because this can be awkward and difficult for respondents to complete, moderators are tasked with surveying the group to find the seemingly most expressive and creative person to begin the exercise. Generally, two respondents are asked to play two roles in a scenario (which could include roles such as: health provider; caregiver; patient; person inquiring about healthcare, and many other roles). After they have completed the task, another pair of respondents will be asked to complete the same role playing. This will continue until all of the members of the group have completed the exercise.
What Promotes Joy
Published in Eve Shapiro, Joy in Medicine?, 2020
Using role-playing as part of a training program can help nurses to empathize with patients. As a trainer I would ask nurses to be patients and give them call lights. As imaginary patients they would really have to go to the bathroom! They’d press their call light, and no one would come. After a prolonged amount of time I’d ask them how they felt when no one came. That was the “Aha!” moment for them: “Wow, I didn’t realize…,” they said. That’s when I could see that my approach to care was influencing and changing them.
Experiences and insights of college students with autism spectrum disorder: an exploratory assessment to inform interventions
Published in Journal of American College Health, 2023
Denise Davidson, Cara M. DiClemente, Elizabeth Hilvert
Students with ASD were asked to provide feedback regarding the design of a college support program. Students felt that a longer program (one semester) would be more beneficial than a shorter (6- to 8-week) program, t(30) = 2.71, p < 0.02. Although only 55% agreed that they would like to be a part of a support group solely because of the social nature of the group, 93% agreed that being able to talk to other students going through similar issues at school would be helpful. Listening to senior college students with ASD was well received (83% agreement) and 77% felt that discussions about obtaining employment would be beneficial. However, only 50% of students agreed that role playing difficult college situations would be helpful. Nevertheless, role-playing can be a beneficial strategy for increasing the successful management of new situations.5 Thus, clinicians should try to find ways to make role-playing more appealing for students with ASD. For example, students could practice their responses one-on-one with a group member to minimize the social pressure.
Coping strategies of family caregivers in spinal cord injury: a qualitative study
Published in Disability and Rehabilitation, 2022
Claudia Zanini, Maddalena Fiordelli, Julia Amann, Mirjam Brach, Armin Gemperli, Sara Rubinelli
With regards to the format and delivery method of the intervention, based on the results of a meta-analysis of RCTs testing interventions with family caregivers of cancer patients [71], the intervention should be delivered in face-to-face and only addressed to the caregivers. The intervention could include role-playing and simulations in order to practice the acquired skills in a real-life situation and receive personalized feedback [72]. Role-playing and simulations are successfully used in the education of healthcare professionals, as they combine direct observation and coaching when responding to challenging situations [73]. Considering that caregivers are often homebound due to their role, the possibility of providing technology-based training should also be explored. Several systematic reviews revealed that available evidence is promising (e.g., acceptance among target population; positive outcomes such as enhanced self-efficacy or mastery, reduced caregiver burden or anxiety), but methodological shortcomings impede drawing firm conclusions [74–77]. Furthermore, as suggested by Montgomery and Kosloski [42], these programs should acknowledge the dynamic nature of the caregiver role as well as the diversity among the caregivers (both in terms of personal characteristics and of what they consider part of their role). Generally, rehabilitation centers and associations for persons with SCI should start to systematically integrate programs targeted to caregivers into their offerings and ensure that they regularly reach out to their target audience.
Impact of a multidisciplinary educational training program (OverdosED) on knowledge and perceptions of depressant substance use on a college campus
Published in Journal of American College Health, 2021
Shaina Musco, Brenden Hargett, Tara Shollenberger, Jackson Kicklighter, Christina Carilli
Part 2 of the training program was designed to engage participants and simulate feelings of being directly affected by an opioid overdose using a role-play scenario (see Supporting Information Appendix 2 for Part 2 instructor materials). Anecdotal information regarding the use of depressant substances on campus was gathered informally by the study authors in order to develop a realistic scenario that students might face. During the training session, each character in the scenario was made to represent one participant in order to signify all of those who had the ability to intervene and prevent a fatal overdose, and underscore the consequences of inaction in such a case. The goal of role-playing this scenario was to elicit an emotional response from participants and increase their investment in the training.