Evaluation of a Role-Play Learning Exercise in an Ambulatory Clinic Setting

Learning in ambulatory settings can be aided by teaching activities which do not slow the pace of the clinic. In this study, simulated-parent role-play scripts were developed for use with students prior to seeing actual patients. During the learning exercise, a faculty member role-played various parents, a medical student role-played the physician while another student observed. Students were randomly assigned to either the Treatment Group (participated in role-play exercise) or Control Group (did not participate). Sixteen Treatment Group students completed approximately 20 role-play cases on the first day of the Pediatrics clerkship. Both Treatment and Control Group students were then individually assessed one to two days later using two role-play cases by an examiner blinded to the students' experimental status. Student performance was scored on three criteria: history taking, differential diagnosis, and correct diagnosis. The Treatment Group achieved higher scores than the Control Group for history taking, but not for differential diagnosis or correct diagnosis. Role-play learning exercises can be used to improve student history taking in an ambulatory clinic prior to seeing actual patients. Potential use of role-play cases as a screening exam to exempt some students from the role-play learning exercise is discussed.