Role Play in Health Care

Role Play � PAGE * MERGEFORMAT �4�

"Ok Sam, the patient in trauma room 7 needs an x-ray". "Ok Smith, what's the status of the patient"? "Sam, she is a 20 year old female with potential bilateral fractures to both femurs, a potentially pelvis fracture, non-ambulatory, and non-weight bearing". I remember this scenario so well because it was the first time I had to actually perform outside of textbook knowledge. As I think about my clinical experiences while going through school for my Associates degree in Radiological Technology, I can't help but think about all of my lab practicums. Practicum's, as they were called by my instructors were forms of role play to enhance educational understanding. Practicum's followed chapter lectures, quizzes, and exams to exemplify understanding of learned material as well prove competency in required skills and performance. As I made my way to trauma bed 7 all I could do is think to myself about practicum's I have had and lessons I have learned. Then it hit me. In my last practicum my instructor told me "Deidra if you're ever in a situation where you can't move the patient to get the film you can always move one other thing". "The tube, I exclaimed the tube"! At that very moment I realized just how valuable those practicum's and role playing activities were.

Role-playing exercises teach skills that are often assumed to be learned outside of the classroom which sometimes aren't, and how to use those skills to complement scientific knowledge. These exercises require the students to use imagination, background knowledge appropriate to the character being role-played, and communications skills (Role Play in Education, 2009). The main reason for role play within an educational setting is the ability to develop the student's ability to think outside of what is taught and look for, test, and examine additional outcomes to a presented problem or scenario. The implications of having role play within the educational curriculum can benefit the student in several ways. The first benefit is by participation, the next is by introducing distance learning, and the final benefit would be the enhancement of critical thinking skills (Florida, 2010).

Each student comes to class with whatever required materials are needed to perform to the best of their ability. In addition to pens, pencils, textbooks, notebook paper, etc., each student should also come with an open mind. This open mindedness creates the opportunity for the first benefit which is participation. Participation requires openness as well as willingness on the behalf of the student. Once the student has created openness mentally, the potential for learning increases. Going into any learning experience with a clear and open mind allows for a better understanding of material. In addition participation by the students also brings out motivation. Being able to become actively engaged while learning is a big bonus; this greatly increases the potential for retention of material.

Distant learning is another benefit of role play. Distant learning creates the opportunity for students to reflect and consider options while participating. Distant learning also allows the student to bring into various scenarios outside experiences into their role playing activities (Florida, 2010). This ability of the student to bring into the classroom outside experiences to solve problems and situations encourages thinking outside the box, as well as using all avenues and resources to problem solve.

The final benefit of role play in health care education would be critical thinking. Critical thinking conveys information to stimulate discussion and communication about various topics as well as situations and potential outcomes. Critical thinking presents multiple ways to solve problems as well as offer solutions to unclear scenarios. Critical thinking also helps to develop a understanding of empathy within students. Being placed in the position to be experience various mock situations and situations leaves students with a greater understanding of what it feels like to be the patient and why things like patience, understanding, and privacy are so important.

Role play can help students become more interested and involved, not only in learning about the material, but learning also to integrate the knowledge in action, by addressing problems, exploring alternatives, and seeking novel and creative solutions. Role playing is the best way to develop the skills of initiative, communication, problem-solving, self-awareness, and working cooperatively in teams, and these are above all--certainly above the learning of mere facts, many if not most of which will be obsolete or irrelevant in a few years will help students be prepared for dealing with certain challenges (College, 2009).

Reference

College, S. E. (2009, November 23). _Types of Role Playing Exercises_. Retrieved May 22, 2010,

from Starting Point Teaching Entry Level Geoscience:

http://serc.carleton.edu/introgeo/roleplaying/whatis.html

Florida, U. o. (2010, February 04). _CITT Toolbox_. Retrieved May 22, 2010, from Center for

Instructional Technology and Training:

http://www.citt.ufl.edu/toolbox/toolbox_rolePlay.php

_Role Play in Education_. (2009, October 18). Retrieved May 22, 2010, from

http://www.blatner.com/adam/pdntbk/rlplayedu.htm