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Abstract
Previous research has evaluated the usefulness of interprofessional education (IPE), however less focus has been on exploring best practice in terms of learning and teaching for IPE. This paper has the objective of introducing and exploring the use of role-play and drama in the IPE of students within the health and social care professions (social work, early years, midwifery and medicine). Findings from an evaluation using a pre and post questionnaire design, as well as qualitative questionnaire feedback, are presented to show the effects of an IPE workshop on students' attitudes, both towards IPE and the use of role-play and drama as a pedagogic approach.
Having attended the workshop, students recognised the importance of IPE in the classroom as well as in practice placements. Students rated the workshop very highly overall and learners' positive attitude to the usefulness of role-play in learning about interprofessional practice significantly increased. The findings suggest that creating interprofessional learning opportunities for students from a range of different professional groups using role-play and drama can be an effective pedagogic method in interprofessional education.
Declaration of Interest
The authors report no conflicts of interest. The authors are responsible for the content and writing of the paper.
Notes
[1] This material is available upon request should others wish to replicate the role-play.
[2] Social work students are separated into BA and MA in the analyses and data presentation. All were taking a qualifying level professional programme.
[3] Respondents were asked to make up their own key code for matching by using the first three letter of their mother's maiden name followed by their own birth month and year.