Using role play to assess and enhance the integration of learning
21 April 2009
Assessment is known to drive learning, so for learning objectives to be met, assessment must reflect those objectives to allow students to demonstrate the nature of their learning. (Gibbs 1995). Where integration of various aspects of learning is important, a challenge exists to find ways of teaching and assessing which provide opportunity for that integration to occur and its importance and relevance to be appreciated. A further challenge is to find a way of assessing students, which is in itself a continuation of learning and an enjoyable experience. A possible solution can be found in the concept of "performance" in the form of role-play.
Students in year one undertake a course with major themes in 'communication', 'understanding disability' and 'developing professionalism'. It is anticipated that by the end of the course students will have acquired both knowledge and skills. To test the integration of knowledge and skill and the ability to actually apply them in a real world situation, students are organized into self -selected groups of six students and required to develop a role -play response to a given scenario. In the role play, the dialogue and actions are to be used to illustrate the group's awareness and acknowledgement of human / patient rights, their understanding of communication skills and their ability to make caring attitudes explicit to a patient. A short summary report is prepared and presented to clarify which elements of the play represent fulfillment of these objectives. The play and the verbal presentation are part of the assessed exercise, which includes a two- minute question time. Total time for the presentation is 12 minutes. Students receive this information by handout, which also includes information on the assessment criteria. A copy is posted to the Web CT.
Groups are given their scenario once all students are allocated. The scenarios are developed by the teaching staff and raise a range of issues that require attention to patient rights, good communication skills, professional conduct and sensitivity and compassion in patient or client management. Individual mark sheets for each scenario are prepared, reflecting the expectation of the issues to be raised.
Students allocate the workload and responsibilities within their group and are required to sign an acceptance of the shared mark based on equity of load carried. The group scenario presentation has an assessment weight of 15%.
Question time allows both the students and the examiners, who have taught in the course, an opportunity to clarify issues or to extend the learning of the group around issues that arise from the handling of the scenario.
There has been strong group cooperation and commitment to the exercise. There is strong evidence of integration of the learning and skill development as well as strong indication by the use of humor (and cross dressing !), that student learning has been an enjoyable experience in modules of a course that are heavily focused in small group discussion and peer supported learning.
- Demonstrated awareness and acknowledgement of human / patient rights
- Demonstrated understanding of communication skills
- Demonstrated ability to use effectively, a range of communication skills
- Demonstrated understanding of the nature of caring and the development of a therapeutic relationship
- Demonstrated ability to make caring attitudes explicit to a patient.
- Demonstrated ability to work cooperatively in a team
It requires the student to integrate knowledge from several areas of the coursework and demonstrate its relevant and immediate application to the practice of physiotherapy.
- Through course evaluations which enquire about the relevance of the assessment
- By evaluation of the ability of students to meet the learning objectives.
- By the ability of students to use the methodology successfully on further occasions within the coursework
The assessment was deemed by students to be relevant and enjoyable.
Standards have been consistently high over a four-year period.
Students entering year three show a willingness and ability to work cooperatively in small discussion groups and to develop role-play to illustrate learning in areas such as supervisory skills, peer assisted learning, and provision of feedback. There is a comfort with the process.
Yes, to extend it and increase its flexible use in student groups with different life experiences, for example Graduate Entry Masters Students.
To develop different scenarios that are responsive to social change and issues in physiotherapy practice - provided they have a basis in communication, attitudes in care or patient rights.