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Role play – an eff ective tool to teach clinical medicine

1.Sourya Acharya, Samarth Shukla, Neema Acharya, Jayanta Vagha, Jayanta Vagha.

Objective: This study was undertaken as an experimental effort to introduce role-play as a learning tool in teaching of clinical medicine, access its efficacy in understanding clinical scenarios and honing linguistic and examination skills through expression in medical students. The basic hypothesis was that, role plays can guide the medical students in a better way by gaining knowledge and attitude to deal with real life situations through simulation acts so that they can apply this knowledge and skill gained through these simulations in practical examinations as well as self application in clinical practice. Methods: This experimental study with a single group pre and post test design was carried out in DMIMS university (NAAC-A) and JN Medical college, Wardha. Twenty four final year MBBS students were selected for the study. All were subjected to a pre sensitization test in short case format covering affective, cognitive and psychomotor domains from cardiovascular, respiratory, and gastrointestinal system and marks were recorded. Then the students were sensitized with role plays of common clinical scenarios and all the role-plays were enacted. Finally post sensitization test in the same short case format was conducted.Statistical method: students paired ‘t’ test. Results: The post sensitization scores in each domain were significantly better than the pre sensitization scores, cognitive domain( 95% CI-5.14 to -4.60; p < 0.001), affective domain ( 95% CI -3.26 to -2.65; P

Key words: Affective, cognitive, domain, psychomotor, role-play

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