Role play for the clinical tutor: towards problem-based learning

Abstract

A method of helping students learn paediatrics was developed utilizing role play as a stimulus to problem-based learning to arrive at a diagnosis. The tutor briefly stated a common paediatric problem and then took on the role of the patient and/or child, allowing himself to be interviewed by students working co-operatively in a group. This process was interrupted by the students to discuss their progress and to determine what further information was required. A suitable patient was available to be examined if requested by the students.

Although there was an initial tendency on the part of students to regard the exercise as ‘unreal’: they delighted in refining their communication skills and tying out their skills in problem solving. The tutor had to adopt a non-traditional role, as he was not directing the students or interrupting, so as to ‘teach’ the students more efficient information-gathering techniques or to correct any error made. The students were able to define and complete set tasks which they derived out of the session.

The introduction of this technique encourages independent learning and the acquisition of problem-solving skills, and the students enthusiastically accepted this novel way of learning. The ready availability and versatility of the tutor allowed him to be used as the principal resource, and did away with the need for (and the additional expense on specially constructed problem-based learning units, often unavailable in most departments. The method is described in detail so that other clinical tutors may feel encouraged to adopt a similar strategy.