ArticleMedical science educator2021
Role-playing: an Effective Method for Clinical Novitiate Teaching of Infectious Diseases.
Article in Medical science educator, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed.
- Evaluating Experiential Learning versus Traditional Instruction for Snakebite Treatment Protocols in Toxicology Training.Annals of African medicine · 2026Article
- Evaluating Student Engagement and Effectiveness of the Scenario-Case Discussion Learning Model in Medical Microbiology Education.Advances in medical education and practice · 2026Article
- Qualitative insights into empathy in medical education: perspectives from students, doctors, and educators.BMC medical education · 2025Article
Corrections and comments
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Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectiveThis study aims to apply the role-play method of teaching to clinical novitiate teaching of infectious diseases and assess the student feedback and learning effect.
methodsThe students were randomly divided into a role-playing group (taught using a role-playing method) and a standard group (taught using traditional method). Typical cases of hemorrhagic fever with renal syndrome (HFRS) with fever, hypertensive shock, and oliguria phase overlap as clinical manifestations were selected. Students in the role-playing group underwent pre-class preparation according to a well-designed script and performed the patient's consultation process of suspected HFRS in the classroom, followed by a discussion and questionnaire survey. The standard group underwent routine theory teaching. Teaching efficacy was evaluated by theoretical examination.
resultsThe test scores and case analysis ability were higher for students in the role-playing group than in the standard group (
conclusionRole-playing has positive effects on knowledge acquisition, skills upgrading, and attitudes related to medical teaching. Therefore, this method can be introduced in the teaching of other medical courses. SUPPLEMENTARY INFORMATION: The online version of this article (10.1007/s40670-020-01031-x) contains supplementary material, which is available to authorized users.
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