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Role-playing in medical education: An experience from public role-players

Lookup NU author(s): Dr Chong Yau Ong, Dr Mon Mon YeeORCiD, Professor Edmund Ong

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND).

Abstract

© 2022 The Authors. Objective: We aim to explore the lived experiences of public role-players from the aspects of benefits, barriers, and enablers of role-playing in a medical school in Malaysia. Methods: A mixed-method study was performed involving 15 community dwellers who been engaged as role-players with Newcastle University Medicine in Malaysia. Participants answered a brief questionnaire followed by taking part in semi-structured interview. The interviews were audio-recorded, transcribed verbatim, and analyzed using thematic approach. Results: 86.7% of the participants strongly agreed that they had better medical knowledge after participating. Seven themes emerged under the three categories of perceived benefits, challenges, and recommendations: understanding and medical knowledge, and practical application, other benefits of role-playing, emotional upheaval, understanding medical jargons, improving the role-playing quality, and translating the experience gained into the community setting. Conclusion: The public role-players acknowledged their role positively and recognized refinement in their interpretation of medical knowledge and health. The public role-players were enthusiastic in using their knowledge acquired by upskilling themselves for community health programs and initiatives.

Publication metadata

Author(s): Ong CY, Yee MM, Myat Soe K, Abraham RE, Tan OJH, Ong ELC

Publication type: Article

Publication status: Published

Journal: Educación Médica

Year: 2022

Volume: 23

Issue: 6

Online publication date: 25/11/2022

Acceptance date: 25/10/2022

Date deposited: 05/03/2025

ISSN (print): 1575-1813

ISSN (electronic): 1579-2099

Publisher: Elsevier Espana S.L.U.

URL: https://doi.org/10.1016/j.edumed.2022.100767

DOI: 10.1016/j.edumed.2022.100767

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