ArticleLa Tunisie medicale2024
Evaluation of learning abilities after role-playing method: Comparing outcomes of Active and Observer.
Article in La Tunisie medicale, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed.
- The Use of YouDermoscopy Application for Dermoscopy learning: A pilot study.Dermatology practical & conceptual · 2026Article
- Article
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Authors and funding
4 authors.
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Abstract
introductionDuring a role-play simulation session, despite supporting observer learning, educators disagree about whether the learning outcomes of observers are like those of active participants.
aimEvaluation of the degree of knowledge acquisition by these two types of learners during the same role-play session.
methodsWe carried out a quasi-experimental pre-post intervention study to identify the learning outcomes among learners serving in observer (group 1) and active (group 2) roles during a role-play simulation session.
resultsThe role play involved 29 learners. In both groups, 65% of learners improved their overall score. The median post-test score was significantly higher in both groups (p=0.0001). Likewise, learners in group 1 (p=0.023) and in group 2 (p=0.008) showed an improvement in the overall score in the within-group evaluation study. The between-group evaluation study showed no statistically significant difference in overall score improvement (p=0.58), number of learners improving (p=0.05) or percentage improvement (p=0.3).
conclusionBased on these findings, it is suggested that role-playing method is effective in achieving student-learning outcomes regardless of their status as active or observer.
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