Practical Research on the Teaching of "Medical Interpersonal Communication" Integrate into the Red Doctor’s Spirit for Students Majoring in Public Health Management / 中国医学伦理学

The red doctor’s spirit is an important spiritual guidance for the cultivation of medical talents during the development of medical and health services in China. The teaching reform, which is oriented towards position competence, requires that students majoring in public health management should not only master solid medical knowledge and professional skills, but also possess an ability to handle medical public relations, such as shaping an excellent image of the organization, improving the medical interpersonal communication, and managing public relations crisis. Under the guidance of inheriting the red gene and innovating the medical education, the driving force of learning should be "serving the people to improve their health" led by "political firmness" , the learning goal "striving for perfection" inspired by "excellent technology" , and the working criterion "respecting patients, involving full participation and shouldering public responsibility" embodied in "making selfless dedication and helping the wounded and dying" . The article based on the characteristic culture of red medicine in the Air Force Medical University, applied the teaching method of role-playing case simulations to explore the teaching practice road of "theory-experience-practice-reflection" .

Family members’ experiences as simulated patients in physical therapy performance-based assessments: A phenomenological exploration protocol

BACKGROUND@#The Covid-19 pandemic caused educational institutions to shift from traditional to distance learning. Higher educational institutions offering bachelor’s degrees in Physical Therapy (PT) adapted to the situation by employing various strategies to facilitate learning online. One of the strategies employed is inviting family members as simulated patients in various performance-based assessments (PBA). In the Philippines, the PT department at the University of Santo Tomas made similar changes in the delivery of its courses. Given that family members are one of the primary stakeholders of PT education, it is important to know their experience, insights, and knowledge gained about the profession of PT after playing as a simulated patient (SP) during online performance-based assessments.@*OBJECTIVES@#This study aims to explore how family members describe their experiences playing the role of patients in PT PBAs.@*METHODS@#This study will utilize a phenomenological explorative research design. Family members, including parents, siblings, grandparents, cousins, and household helpers who played the role of a patient in any PT PBAs such as case presentation, case discussion, and practical examination, will be invited to participate. Semi-structured one-on-one interviews will be used for data gathering. Qualitative data from interview transcriptions will be analyzed using thematic analysis using NVivo 12 plus program.@*EXPECTED RESULTS@#Family Members will offer experiences in role-playing as patients in PBAs. Main themes and findings will be generated from their sharing that will provide insights regarding the improvement of remote PT PBAs.

Application of case-based learning combined with role-playing mode in clinical practice teaching for international students in department of dermatology / 中华医学教育探索杂志

Objective:To explore the application value of case-based learning (CBL) combined with role-playing mode in clinical practice teaching for international students in department of dermatology.Methods:International students from Batch 2013 and Batch 2014 of MBBS (Bachelor of Medicine and Bachelor of Surgery, MBBS) Program of Sichuan University were recruited and divided into study and control group respectively. CBL combined with role-playing mode and traditional lecture-based learning (LBL) was adopted in the study group. The control group adopted the traditional LBL only. The points of knowledge gain, degree of interest inspiration, analytical ability and communication skill were assessed within the study group by questionnaire, meanwhile the final-test scores were compared between the study and control groups. SPSS 17.0 was used for t test, and signed rank-sum test of paired design was used for comparison. Results:Within the study group, the points of knowledge gain, degree of interest inspiration, analytical ability and communication skill for CBL combined with role-playing mode[95 (91,100)] were significantly higher than those of LBL [84 (78, 100)], and the final-test scores were significantly higher in study group [(90.23±4.78) points] than those in control group [(82.51±7.57) points] ( P<0.05). Conclusion:Clinical practice teaching for international medical students can be improved with the CBL combined with role-playing mode based on traditional LBL, which is worthy of widely application in future clinical education.

Uma jornada exploratória: o comportamento informacional de mestres de role-playing game / An exploratory journey: the informational behavior of role-playing game masters

Analisa as formas de busca e uso de informações de mestres de RPG. A partir do conceito de comportamento informacional, discute o quanto o conceito de imaginário se consagra fundamental na composição das dinâmicas do jogo. Problematiza essas dinâmicas considerando os conceitos de necessidade busca e compartilhamento de informações. A metodologia de cunho qualitativo se estruturou a partir da Técnica de Análise de Conteúdo (BARDIN, 2016) de acordo com o critério semântico dos textos explicitados. As análises permitem afirmar que o processo de criação ocorre fundamentado na ausência de padrões, tendo por referência a conjunção de diferentes aspectos em relação ao do uso de fontes formais e informais associadas à internet. A busca de informações está relacionada a aspectos instrumentais e lógicos do jogo e as motivações elencadas têm como referência a socialização e a colaboração entre os participantes do jogo.

It analyzes the ways of searching and using information from RPG masters. From the concept of informational behavior, it discusses how fundamental the concept of the imaginary is enshrined in the composition of the dynamics of the game. It problematizes these dynamics considering the concepts of need to search and share information. The qualitative methodology was structured based on the Content Analysis Technique (BARDIN, 2016) according to the semantic criteria of the explicit texts. The analyzes allow to affirm that the creation process occurs based on the absence of standards, having as reference the conjunction of different aspects in relation to the use of formal and informal sources associated with the internet. The search for information is related to instrumental and logical aspects of the game and the motivations listed are based on socialization and collaboration between game participants.

Simulação na educação médica: processo de construção de pacientes padronizados para comunicação de más notícias / Simulation in medical education: the process of standardized patient development for breaking bad news

Resumo: Introdução: Comunicação de más notícias refere-se às informações médicas que rompem de maneira adversa e negativa as expectativas de um paciente. Trata-se de um momento delicado da relação médico-paciente. O role playing com pacientes padronizados (PP) é uma alternativa para o ensino da comunicação, porém é desafiador construir roteiros e cenários semelhantes com a realidade, especialmente quando não se dispõe de atores profissionais. Objetivo: Este estudo teve como objetivo descrever a construção de PP a partir da experiência dos estudantes para o treinamento da comunicação com outros discentes de Medicina. Método: Estudantes de Medicina participaram voluntariamente da formação teatral e se dedicaram à construção de PP, com supervisão de docentes médicos e de atrizes, para oficinas de comunicação de más notícias. Para a construção dos PP, criaram-se diagnósticos médicos desfavoráveis, e estabeleceram-se os seguintes tópicos: perfil emocional, historicidade, instruções, progressões e possíveis desfechos, objetivos primário e secundário, e elementos facilitadores das cenas. Ensaiou-se exaustivamente para que os PP apresentassem a mesma reação em diferentes atitudes nas simulações. A participação nas oficinas foi aberta aos estudantes de Medicina interessados. Aferiu-se a qualidade das cenas pela sensação de realidade proporcionada aos participantes das oficinas. Resultado: Dez estudantes com idades entre 19 e 26 anos, de diferentes semestres, participaram do treinamento, do desenvolvimento de PP e das oficinas de simulação. Desenvolveram-se quatro cenas: Mariana recebeu diagnóstico de HIV e revelou violência sexual (60 cenas), Caroline e Marcelo receberam diagnóstico de câncer e necessidade de cirurgia (53 cenas), Thaís recebeu diagnóstico de insensibilidade androgênica e presença de gônadas masculinas (31 cenas), e Roger ou Rosana recebeu diagnóstico de retinose pigmentar e cegueira progressiva (22 cenas). Todos os PP proporcionaram sensação de realidade aos diferentes participantes das oficinas. Conclusão: Foi possível construir PP com estudantes de Medicina, apoiados por docentes, com a finalidade de participação em oficinas de comunicação de más notícias para outros discentes de Medicina que apontaram, em sua maioria, sensação de realidade com as cenas. Os estudantes atores se engajaram no processo e desenvolveram habilidades de comunicação e de empatia, características necessárias para a prática médica.

Abstract: Introduction: Breaking bad news is giving medical information that adversely and negatively disrupts a patient's expectations. This is a delicate moment in the doctor-patient relationship. Role playing with standardized patients (SP) is one method for teaching such communication skills, but it is challenging to construct scripts and scenarios that reflect reality, especially when professional actors are not used. Objective: To describe the construction of SP based on the students' experience for communication skills training with other medical students. Method: Medical students voluntarily participated in theatrical training, and worked on developing SPs, under the supervision of medical professors and actors, for breaking bad news workshops. For the construction of the SPs, unfavorable medical diagnoses were created, establishing an emotional profile, history, instructions, progressions and possible outcomes, primary and secondary objectives, and facilitating elements of the scenes. It was exhaustively tested so that the SP presented the same reaction in different attitudes in the simulations. Participation in the workshops was open to interested medical students. The quality of the scenes was measured by the sense of reality given to the workshop participants. Result: Ten students aged between 19 and 26 years, from different semesters, participated in the training, the SP development and role-play workshops. Four scenes were developed: Mariana was diagnosed with HIV and revealed sexual violence (60 scenes), Caroline and Marcelo who were diagnosed with cancer and needed surgery (53 scenes), Thais received a diagnosis of androgen insensitivity and presence of male gonads (31 scenes) and Roger or Rosana with retinitis pigmentosa and progressive blindness (22 scenes). All the SPs gave a sense of reality to the different workshop participants. Conclusion: It was possible to develop SPs with medical students, supported by professors, with the purpose of participating in workshops to communicate bad news to other medical students who perceived, for the most part, a sense of reality in the scenes. The student actors engaged in the process and developed communication and empathy competencies; characteristics necessary for medical practice.

Analysis of role-playing practice course and three-day diary in the training course of enterostomal therapists / 中国实用护理杂志

Objective@#To understand the inner experience and growth of the students of the mouth-building therapist school in the role-playing practice class, and to explore the effect of the role-playing practice class in the training of the students of the mouth-building therapist school.@*Methods@#Totally 19 students enrolled in a mouth-making therapist school in 2018 as a research object, after teaching the relevant courses such as mouth-building positioning and pocket replacement, the students carried out each other′s mouth-building positioning and pocket-making paste, continuously wearing pocket-making for 3 days, recording 3 days of wearing diaries and interviewing students after removing the pockets.@*Results@#Students gained a real experience of the process of wearing pockets through the role-playing practice class, extracting three themes from the wearing diary and interviews: physical discomfort in wearing pockets, affecting social and psychological; firmly do a good job of professional care confidence.@*Conclusions@#The role-playing practice course can not only be theoretically connected with practice, but also cultivate the nursing humanistic quality of the students, which has good teaching effect and is worthy of promotion in the training course of oral healer.

Uma Proposta Educativa para Abordar Objeção de Consciência em Saúde Reprodutiva durante o Ensino Médico / An Educational Proposal to Address Conscientious Objection in Reproductive Health during Medical Education

RESUMO OBJETIVO Este estudo procurou avaliar a técnica do role-playing na abordagem da objeção de consciência no currículo médico, estimulando o raciocínio ético e a habilidade de comunicação, competências necessárias a um maior conforto na alegação de recusa por parte do profissional. MÉTODOS Estudo de intervenção que envolveu 120 acadêmicos de Medicina no momento em que encerravam o internato em Perinatologia. Os estudantes responderam a um questionário autoaplicável, antes e depois da intervenção, contendo variáveis demográficas e questões sobre a anuência de conduzir ou não situações em saúde reprodutiva, como abortamento legal, orientação contraceptiva a jovens adolescentes e prescrição da pílula do dia seguinte. O grau de conforto dos estudantes ao conduzirem estes casos e os conhecimentos éticos sobre o tema também foram questionados. Recolhidos os questionários, os alunos assistiram a três filmes de curta-metragem, um tratando da recusa de um médico a realizar um abortamento previsto em lei; outro sobre orientação contraceptiva a uma jovem de 13 anos e sem o consentimento dos pais; e um terceiro, acerca da prescrição da pílula do dia seguinte a uma jovem que teve uma relação desprotegida no 14º dia do ciclo. Encerrada esta etapa, se estimulou uma discussão sobre os seguintes tópicos: aspectos legais sobre o tema, direito à objeção de consciência do médico, violação da autonomia da paciente e prejuízo à saúde do solicitante decorrente da recusa por parte do médico. Encerrada esta fase preparatória, formaram-se subgrupos de três alunos que simularam os três casos clínicos, havendo um revezamento entre os papéis de médico, paciente e observador. Após a dramatização, os estudantes foram estimulados a discutir as inter-relações nos papéis de médico e paciente, a objeção de consciência do médico, o efeito da recusa ao tratamento no paciente e a capacidade de comunicação do médico. Ao final, foi reaplicado o mesmo questionário, com as mesmas questões sobre a anuência ou não da condução dos casos clínicos, o conforto ou não ao conduzi-los, como também as perguntas referentes aos conhecimentos éticos sobre objeção de consciência. Os dados foram analisados pelo teste do X2, teste t e teste de McNemar, com nível de significância de 5%. RESULTADOS A alteração do conforto do estudante na condução do abortamento previsto em lei, após a intervenção, foi significativa (p < 0,001). O mesmo foi observado na orientação contraceptiva a jovens adolescentes (p < 0,001) e na prescrição da contracepção de emergência (p = 0,002). A mudança de opinião quanto à objeção ao abortamento legal foi significativa (p = 0,003) e também quanto à orientação contraceptiva a jovens adolescentes (p = 0,012). Não se observaram diferenças na prescrição da pílula do dia seguinte (p = 0,500). CONCLUSÕES A aplicação dessa metodologia no grupo participante tornou mais confortável a condução dos casos discutidos e forneceu um conteúdo técnico, legal e ético para melhor embasamento de suas opiniões.

ABSTRACT OBJECTIVES To evaluate the effectiveness of role-playing in addressing the issue of conscientious objection in the medical curriculum. METHODS This is an intervention study involving 120 medical students on completion of their internship in Perinatology.The project consisted of eight modules with 15 students in each. Initially a questionnaire was applied to obtain the students' demographic information, religion, ethical knowledge of conscientious objection in medical practice, whether or not the students agreed with it, and the level of comfort in addressing situations such as legal abortion, the prescription of emergency contraceptives, and giving advice on contraception to young adolescents. Subsequently, three short films, created exclusively for the project, were shown. The first addressed a doctor's refusal to perform an abortion on a 15-year-old girl who had been the victim of sexual violence. The second simulatedes a doctor's objection to providing advice on contraception to a 13-year-old adolescent without parental consent, and the third portrayed the doctor's refusal to prescribe emergency contraception to a young woman after having unprotected intercourse on the 14th day of her cycle. A discussion was then instigated on the following topics: the existing legislation on the subject, the doctor's right to conscientious objection, violation of the patient's autonomy, and the potential for discrimination and harm to the patient's health due to the doctor's refusal. Subgroups of three students were then formed, to simulate clinical cases, with the students taking turns to play the roles of the physician, patient and observer. At the end, the questionnaire was reapplied. The data were analyzed by the χ2 test, t-test and McNemar's test, with a level of significance of 5%. RESULTS Abortion was rejected by 35.8% of the students, contraception for adolescents by 17.5%, and emergency contraception by 5.8%. The predictors identified with legal abortion were stronger religious belief (p < 0.001) and more frequent attendance of religious services (p = 0.034). The refusal to provide contraception to adolescents was significantly higher among women (p = 0.037).Of the sample, 25% did not explain the reason for their refusal, 15% did not describe all procedures, and 25% said they would not forward patients. The change in comfort in conducting legal abortion after the intervention was significant (p < 0.001). The same was observed in the attitude to providing contraceptives to young adolescents (p < 0.001) and in the prescription of emergency contraception (p = 0.002). The change of opinion regarding objection to legal abortion was significant (p = 0.003), as was the attitude to providing and also regarding the contraceptives to young adolescents (p = 0.012). No differences were observed in the prescription of emergency contraception (p = 0.500). CONCLUSIONS The application of this methodology in the participant group made the students more comfortable about conducting cases like those discussed, and provided technical, legal and ethical content for a better grounding of their opinions.

Application and discussion of role-playing in medical immunology teaching for foreign students / 中国免疫学杂志

To study the application and effect of Role-playing in the teaching of Medical Immunology for foreign students.Role-playing method was tried using in the practical teaching of the pathway of complement activation and the related components in the"Medical Immunology" in Grade 2014(83 foreign students),and the teaching effect was analyzed and evaluated.In the study,we found that role-playing teaching method could not only help foreign students develop their initiative and comprehensively understand the difficulties of knowledge,but also cultivate their teamwork and interpersonal communication skills.At the same time,role-playing improved teaching efficiency and quality.Role-playing is a teaching method that meets the learning habits,characteristics,contents and rules of foreign students,which can improve the teaching quality and effect.

Humanização na assistência obstétrica: o psicodrama como instrumento nos processos de aprendizagem / Humanization in obstetric care: psychodrama as an instrument in the learning processes / Humanización en la asistencia obstétrica: el Sicodrama como instrumento en los procesos de aprendizaje

Este artigo apresenta relatos de uma experiência de role playing e de sociodramas inseridos no desenvolvimento de equipes na assistência obstétrica, realizados entre 2000 e 2002, como parte integrante do programa do Ministério da Saúde na Assistência Humanizada à Mulher. Objetivou-se qualificar, com os princípios da Humanização, os profissionais de nível médio e superior que atuavam nos serviços de pré-natal, parto e puerpério em maternidades públicas de Recife, João Pessoa e Macapá.

This article presents reports of a role-playing and sociodrama experience used in the development of teams in obstetric care, carried out between 2000 and 2002, as an integral part of the Ministry of Health program in Humanized Assistance to Women. The objective was to qualify, with the principles of Humanization, the mid- and senior-level professionals who worked in prenatal, childbirth and puerperium services in Brazilian public maternity hospitals in Recife, João Pessoa and Macapá.

Este artículo presenta relatos de una experiencia de role playing y de sociodramas incluidos en el desarollo de equipos en la asistencia obstétrica, realizados entre 2000 y 2002, como parte integrante del programa del Ministerio de Salud en la Asistencia Humanizada a la Mujer. Se pretendió calificar, con los principios de la Humanización, a los profesionales de nivel medio y superior que actuaban en los servicios de prenatal, parto y puerperio de maternidades públicas brasileñas de Recife, João Pessoa y Macapá.

Aspects of the process of acquiring nursing competence in junior students - analysis of reflections on exercises using role-playing / 医学教育

Objectives: To reveal nursing competence acquired by nursing students via role-playing (RP) exercises and define the learning points necessary for acquiring practical nursing skills.Methods: Qualitative content analysis was performed using debriefing sheets (DSs) for adult nursing RP. There were 109 participants.Results: The DSs of 69 individuals who met the selection criteria were used as base data, and 1179 data items were extracted. The results showed that the structure included 3 main themes, 8 subthemes, 31 categories, and 121 subcategories.Conclusion: The results indicated that participants noticed the underlying elements that make up practical nursing skills, analyzed them using advance organizers based on previously learned knowledge, and applied the acquired practical nursing skills to newly proposed strategies for continuous self-management for adult patients with chronic disease and their families. One aspect of nursing competence, "ability to improve nursing quality," could not be extracted; the elucidation of this acquisition process is a task for future research.

O role-playing entre surdos: discurso e cognição / The role-playing between deaf: discourse and cognition

O role-playing é um tipo de atividade que tem inúmeros propósitos, dentre os quais a prática de estratégias militares e a formação de competências nas mais diversas áreas, como medicina, direito,administração, etc. Este relato de pesquisa tem por objetivo analisar a relação entre discurso e cognição de surdos quando estes realizavam esse tipo de atividade. O corpus foi obtido a partir da filmagem de uma atividade realizada por surdos. A turma era composta por seis estudantes que estavam realizando um jogo de role-playing. Considerando o fenômeno linguagem em sua amplitude, pôde-se verificar que o campo metafórico da situação lúdica fornece mais que uma estilística do jogar. O que se percebeu foi queno próprio jogo subjazem metáforas, ordenadas por regras

Diálogos com a liderança através do Sociodrama e da Socioantropologia: das cenas temidas ao desenvolvimento de competências / Dialogue with the leadership through the sociodrama: from feared scenes to the development of competencies

Este artigo apresenta uma intervenção processual implementada em uma empresa do setor Petrolífero com base na sinergia entre o psicodrama e a abordagem socioantropológica da liderança. Teve como objetivo identificar e reduzir a distância entre as competências desejadas para supervisores/gerentes e as competências constatadas no desempenho real do papel no contexto organizacional. O dispositivo grupal elaborado é inovador, pois facilita a alternância entre vivências sociodramáticas das cenas temidas e a abordagem cognitiva conceitual in situ e imediata da temática emergente. Toda a dimensão comportamental foi manejada por meio do sociodrama e do role-playing com base nas dimensões de aproximação intuitiva, afetiva, conceitual e funcional como preconiza a pedagogia do drama.

This paper presents an organizational intervention implemented in an oil sector company, based on the synergy between psychodrama and a social anthropological approach to leadership. Its goal was to identify the gap between the desired skills of supervisors and managers and the actual skills demonstrated in the real role performance within the organizational context. The suggested group approach is innovative, as it facilitates the switching between sociodramatic experiences of feared scenes and the 'in situ' and immediate cognitive conceptual approach of the emerging theme. The entire behavioral dimension was managed through Sociodrama and Role-playing, through the use of intuitive, affective, conceptual and functional approaches as recommended by the pedagogy of drama.

Os role playing games (RPGS) como uma ferramenta em psicoterapia: um estudo de caso / Role-playing games as a tool in psychotherapy: a case study

O crescimento da indústria dos jogos eletrônicos é diretamente proporcional ao constante aumento da presença desta mídia em nosso cotidiano. Neste artigo, explorou-se como os Role-Playing Games - jogos de interpretação de papéis - online estão inseridos em nossa sociedade atualmente e quais podem ser seus benefícios na aquisição de uma melhor qualidade de vida. Para tanto, será utilizado um caso atendido em psicoterapia, no qual a atividade de jogar Role-Playing Games foi utilizada como uma ferramenta no atendimento psicoterápico, o que proporcionou, e ainda proporciona ao indivíduo em questão, possibilidades que antes se apresentavam como algo distante e inatingível, sendo elas a construção de um círculo social, a superação constante da timidez e uma melhora gradual nos sintomas da depressão...

The video-game industry's growth is directly proportional to that media's increasing presence in our daily lives. In this article, we explore the ways in which online Role-Playing Games are embedded in today's society and what may be their beneficial effects towards achieving a better quality of life. We've used a patient's case study in which the Role-Playing Game activity was employed as a tool in treatment sessions, providing situations that formerly presented themselves as something distant and unattainable, such as the possibility of building a social circle, the constant overcoming of shyness, and a gradual improvement in symptoms of depression...

Aprendizagem através de role-playing games: uma abordagem para a educação ativa / Learning through role-playing games: an approach for active learning and teaching

This study evaluates the use of role-playing games (RPGs) as a methodological approach for teaching cellular biology, assessing student satisfaction, learning outcomes, and retention of acquired knowledge. First-year undergraduate medical students at two Brazilian public universities attended either an RPG-based class (RPG group) or a lecture (lecture-based group) on topics related to cellular biology. Pre- and post-RPG-based class questionnaires were compared to scores in regular exams and in an unannounced test one year later to assess students' attitudes and learning. From the 230 students that attended the RPG classes, 78.4% responded that the RPG-based classes were an effective tool for learning; 55.4% thought that such classes were better than lectures but did not replace them; and 81% responded that they would use this method. The lecture-based group achieved a higher grade in 1 of 14 regular exam questions. In the medium-term evaluation (one year later), the RPG group scored higher in 2 of 12 questions. RPG classes are thus quantitatively as effective as formal lectures, are well accepted by students, and may serve as educational tools, giving students the chance to learn actively and potentially retain the acquired knowledge more efficiently.

Avaliamos o uso dos role-plying games (RPGs) como uma metodologia de ensino e aprendizagem em Biologia Celular. Alunos do primeiro ano de Medicina participaram de aula expositiva tradicional (grupo referência) ou de aula com RPG (grupo RPG). Comparações foram feitas pela análise de questionários pré- e pós-aula com RPG, das notas nas provas regulares, e das notas obtidas em um teste aplicado um ano após a conclusão da disciplina. Dos 230 alunos que participaram das aulas com RPG, 78,4% responderam que o RPG é uma ferramenta eficaz na aprendizagem; 55,4% acharam que essas aulas são melhores que as aulas tradicionais, mas não as substituem; e 81% responderam que usariam essa metodologia. Os alunos do grupo referência tiveram nota maior em uma de 14 questões das provas regulares; os alunos do grupo RPG tiveram notas maiores em duas de 12 questões aplicadas um ano depois. Portanto, aulas com RPG foram tão eficientes quanto as aulas tradicionais (quantitativamente), são bem aceitas pelos estudantes, e podem ser uma metodologia que lhes dá a chance de aprender ativamente e, potencialmente, levar a uma melhor retenção do conhecimento aprendido.

Role-playing como estratégia facilitadora da análise funcional em contexto clínico / Role-playing as strategy to facilitate functional analysis in clinical context

Na terapia analítico-comportamental, utilizam-se diversas técnicas, entre elas o role-playing e a análise funcional. O role-playing é viável para modelar comportamentos relevantes, enquanto a análise funcional é utilizada para avaliação diagnóstica e para produzir autoconhecimento. Entretanto, algumas queixas apresentam características que dificultam a produção de autoconhecimento, sem o qual o cliente pode não aderir à modelagem de repertórios alternativos. O presente trabalho busca exemplificar a associação de role -playing e análise funcional enquanto procedimento para facilitar o desenvolvimento de autoconhecimento em clientes com déficits de discriminação de relações funcionais e dificuldades interpessoais. Uma sessão foi selecionada, de um total de 12 encontros em grupo. Como resultado principal, destaca-se o aumento de autorrevelação e discriminação de relações funcionais pelos clientes. Conclui-se que o role-playing possa ser ambiente para ensinar o cliente a descrever relações funcionais e produzir autoconhecimento diante de queixas interpessoais e dificuldade de discriminação das contingências em vigor.

In behavioral therapy several techniques are used, among them the role-playing and functional analysis. Role-playing is feasible to model relevant behaviors while functional analysis is used for diagnostic evaluation and to produce self-knowledge. However, some clinical problems have characteristics that hinder the creation of self-knowledge, without which the client may not develop the modeling of alternative repertoires. This study aims to illustrate the combination of role-playing and functional analysis as a procedure to facilitate the development of self-awareness in clients with deficits in discrimination of functional relations and interpersonal difficulties. A session was selected from a total of 12 group meetings. The main result was the increase of self-revelations and discrimination of functional relationships by customers. It is concluded that the role-playing can be an environment to teach the client to describe functional relations and produce self-knowledge when facing interpersonal problems and difficulties on the discrimination of the actual contingencies in place.

Role-playing: estratégia inovadora na capacitação docente para o processo tutorial / Role-playing: an innovative strategy for training teachers for the tutorial process / Role-playing: estrategia innovadora en la capacitación docente para el proceso de tutoría

A análise dos formatos de avaliação do Programa de Desenvolvimento Docente (PDD) da faculdade de Medicina de Marilia, SP, mostra as seguintes fragilidades: baixa motivação, atitude passiva dos participantes e pouco interesse em capacitação para o processo tutorial. Considerando a necessidade de inovação das estratégias de capacitação docente, optou-se, nas oficinas, pelo uso da técnica de role-playing, a qual possibilita a troca de papéis e o aprender na ação. Analisou-se qualitativamente o discurso docente frente ao uso do role-playing nas oficinas desenvolvidas, segundo as narrativas dos formatos de avaliação aplicados. Os núcleos de sentido das respostas foram classificados em unidades temáticas. Os resultados demonstraram a relevância das atividades e que o role-playing foi um importante instrumento facilitador do processo de aprendizagem, à medida que colocou o tutor como protagonista, no papel de estudante, favorecendo novos olhares e percepções e sensibilizando-o para o processo tutorial.

Analysis on assessment formats of the Teaching Development Program (TDP) of Marília Medical School with regard to continuing education shows the following weaknesses: poor motivation, passive attitudes among participants and little interest in training for the tutorial process. Given the need for innovative strategies for teacher training, it was decided to use role-playing techniques in workshops. This enabled exchanges of roles and learning in action. The teacher's discourse relating to the use of role-playing in the workshops developed was qualitatively analyzed according to the narratives of the assessment formats applied. The core meanings of the responses were classified into thematic units. The results demonstrated that these activities were relevant and that role-playing was an important facilitator of the learning process insofar as the tutor was placed as a protagonist for the students' roles, thereby encouraging new perspectives and perceptions and sensitizing students towards the tutorial process.

El análisis de los formatos de evaluación del Programa de Desarrollo Docente (PDD) da facultad de medicina de la ciudad de Marília, referente a la educación continuada muestra las fragilidades siguientes: baja motivación, actitud pasiva de los participantes y poco interés en la capacitación para el proceso de tutoría. Considerando la necesidad de innovación de las estrategias de capacitación docente, en las oficinas se opta por el uso de la técnica de "role playing" que hace posible el cambio de papeles y el aprendizaje en la acción. Se ha analiza cualitativamente el discurso docente ante el uso del "role playing" en las oficinas desarrolladas según las narrativas de los formatos de avaliación aplicados. Los núcleos de sentido las respuestas se han clasificado en unidades temáticas. Los resultados demuestran la importancia de estas actividades y que el "role playing" ha sido un importante instrumento facilitador del proceso de aprendizaje a medida en que colocan al tutor como protagonista, en el papel de estudiante, favoreciendo nuevas miradas y percepciones, sensibilizándole para el proceso de tutoría.

Trial of a joint class for role–playing of informed consent with first–year students as patients and fifth–year students as physicians / 医学教育

1)The purpose of this study was to evaluate a role–playing class for informed consent with fifth–year students playing the role of physicians and first–year students playing the role of patients.<br>2)The first–year students were competent as simulated patients for the informed consent role–playing and were a worthy educational human resource.<br>3)This role–playing was effective for helping both first–year and fifth–year students understand informed consent and the mentality of patients and to motivate students to study informed consent. This joint class also allowed fifth–year students to review their progress over time and gave first–year students a chance to meet role models.

Role-playing with the practice teaching and thinking in liver surgery / 中华医学教育探索杂志

There are many kinds of diseases in hepatic surgery department including hepatitis,hepatic cirrhosis, liver cancer etl. Most of them are very ditficult to diagnose and treat, so it's necessary to change our traditional clinical practice teaching mode.Role-playing mode increases the interaction between students and teachers, which can achieve the desired effect with entertainment. So role-playing is a new model of clinical teaching as a meaningful innovation.

Using role playing in the integration of knowledge in the teaching-learning process in nursing: assessment of students / Utilización del role playing en la integración de conocimientos en el proceso de enseñanza-aprendizaje de enfermería: valoración de los estudiantes / Usando role playing na integração do conhecimento no processo ensino-aprendizagem em enfermagem: avaliação dos alunos

To assess role-playing as a methodology in the teaching-learning process for the Nursing Degree. To identify the attitude of nursing students towards role-playing. To analyze the response of students to their teaching-learning process after role-playing. Relationship is one of the main functions of nursing care in all fields, as it contributes to developing and coping with the various stimuli of life through therapeutic communication, which helps nurses know their role and how to behave according to the situation. Third-year students from the Nursing School of the "X". Academic years 2006-2007 and 2007-2008. The reflexive nature of qualitative research is based on Symbolic Interactionism. The subject category chosen is role-playing and it is sorted into the subcategories and codes. Findings from the analysis of the summaries have allowed us to see what actually happens when using role-playing as a teaching-learning tool in nursing, why and what the consequences are.

Evaluar el role-playing como metodología en el proceso de enseñanza-aprendizaje en la enseñanza del Grado de Enfermería. Identificar la actitud de los estudiantes de enfermería ante el role-playing. Analizar la respuesta de los estudiantes después de realizar el role-playing en su proceso de enseñanza-aprendizaje. La relación de ayuda es una de las funciones principales de los cuidados de enfermería, en todos los ámbitos con el fin de que se pueda desarrollar y hacer frente a los diversos estímulos de la vida a través de la comunicación terapéutica, que permite a las enfermeras ver su rol con las personas como un marco para "saber estar" en la relación de ayuda. Estudiantes de tercer año de la Escuela de Enfermería de la "X". Año académico 2006-2007 y 2007-2008. El carácter reflexivo de la investigación cualitativa está fundamentado en el Interaccionismo Simbólico. La categoría temática seleccionada, es la de role-playing que permite una clasificación de subcategorías y códigos. Los resultados del análisis de las síntesis nos han permitido identificar lo que sucede realmente con la utilización del role-playing como herramienta de enseñanza-aprendizaje en enfermería, por qué y cuáles son las consecuencias.

Avaliar o role-playing como metodologia no proceso ensino-aprendizagem no ensino de graduação de enfermagem. Identificar as atitudes dos estudantes de enfermagem relacionadas ao role-playing. Analisar a resposta dos alunos no proceso ensino-aprendizagem após realizarem o role-playing. a relação de ajuda é uma das principaisfunções dos cuidados de enfermagem, em todas as dimensões e, através da comunicação terapêutica busca o desenvolvimento das pessoas para enfrentar os diversos estímulos da vida. A comunicação terapêutica permite às enfermeiras reconhecerem seu papel, como um marco para "saber estar" na relação de ajuda. Estudantes de terceiro ano da Escola de Enfermagem "X" nos períodos letivos de 2006-2007 e 2007-2008. A natureza reflexiva desta pesquisa qualitativa baseia-se no interacionismo simbólico. A categoria temática selecionada foi o role-playing, que permitiuuma classificação em subcategorias e códigos. Os resultados permitiram identificar o que realmente acontece com o uso do role-playing como uma ferramenta de ensino e aprendizagem em enfermagem, porquê e quais suas consequências.

O uso da técnica de role-playing como sensibilização dos alunos de Medicina para o exame ginecológico / The use of role-playing as a sensitization technique for medical students during gynecological examination

Exames ginecológicos são especialmente sensíveis tanto para os estudantes inexperientes quanto para a mulher que está sendo examinada. O uso do role-playing ou troca de papéis tem sido cada vez mais reconhecido como forma de aprendizagem das habilidades de comunicação e tem se tornado particularmente importante. Com o intuito de analisar o impacto da troca de papéis nos acadêmicos de Medicina admitidos no módulo de Ginecologia e Obstetrícia do internato, foram realizadas simulações de exame ginecológico durante o ambulatório de ginecologia, com o consentimento dos alunos. A dinâmica foi incorporada e interpretada pelos participantes de modo pleno, demonstrando que as soluções para as questões abordadas podem ser encontradas no íntimo de cada aluno que passa por uma situação de inversão de papéis com sua paciente. Se for possível trazer a experiência do role-playing ou troca de papéis para o ensino médico e para a vida profissional, certamente nos colocaremos no lugar de cada paciente na hora do exame, o que fará da dinâmica realizada um instrumento para a humanização no ensino da ginecologia.

Gynecological examinations are especially sensitive, both for the inexperienced student and the patient. In order to analyze the impact of role-playing on medical students beginning their ob-gyn rotation in internship, simulated gynecological examinations were performed in the gynecology outpatient clinic, with the students' consent. The dynamic was fully incorporated and interpreted by the students, demonstrating that they had the inner capacity to find solutions to the issues that arose when they traded places with the patients. If it were possible to use role-playing in both medical education as a whole and future medical practice, we would certainly put ourselves in the patient's place when we perform an examination, thus making the technique a tool for humanizing the teaching of gynecology.