Document Type : Original Article
Authors
1 Department of Health Management, School of Public Health, Alborz University of Medical Sciences, Karaj, Iran
2 Department of Treatment, Alborz University of Medical Sciences, Karaj, Iran
3 School of Paramedical Sciences, Alborz University of Medical Sciences, Karaj, Iran
4 Division of Immunology, Medical School, Alborz University of Medical Sciences, Karaj, Iran
Abstract
Background Medical education is viewed as a challenging phenomenon, which can cause stress in learners and affect the learning quality. Considering the importance of basic sciences education, development of new pedagogical approaches is necessary to improve medical education. Role-play is an efficient simulation-based approach, which can improve the students’ perception and imagination. In basic sciences, immunology is of high relevance in clinical situations, as immunological disorders are becoming increasingly prevalent. Objectives Given the importance of deep learning in immunology, we integrated role-play in teaching immunology to medical students in order to promote deep and durable learning. Methods In this study, two independent classes of medical students were evaluated in two consecutive academic semesters in 2014 - 2015. In one class, only lectures were conducted, while in the other class, lectures, along with role-play, were integrated. Pretest and posttest scores were determined at the beginning and end of the semesters in both classes, and the scores were compared. Also, the students’ point of view was studied using a questionnaire. Results The pretest score, which indicated the students’ general knowledge of immunology, was not significantly different between the two classes. However, there was an increase in the score of students participating in the class, which integrated lecture and role-play. In addition, the score obtained by female students, who participated in the class with lecture and role-play, was significantly higher than that of female students in the lecture-based class. The results of the questionnaire revealed that the students were satisfied with the integrated teaching method and believed that their knowledge had improved. Conclusions Based on the findings, dramatization can make learning an exciting process and improve the students’ understanding of immunology concepts.
Keywords
- McLaughlin S, Fitch MT, Goyal DG, Hayden E, Kauh CY, Laack TA, et al. Simulation in graduate medical education 2008: A review for emergency medicine. Acad Emerg Med. 2008;15(11):1117–29. doi:10.1111/j.1553-2712.2008.00188.x. [PubMed: 18638028].
- Okuda Y, Bond W, Bonfante G, McLaughlin S, Spillane L, Wang E, et al. National growth in simulation training within emergency medicine residency programs, 2003-2008. Acad Emerg Med.2008; 15(11): 1113–6. doi: 10.1111/j.1553-2712.2008.00195.x. [PubMed: 18717652].
- Chakravarthy B, Ter Haar E, Bhat SS, McCoy CE, Denmark TK, Lotfipour S. Simulation in medical school education: Review for emergency medicine. West J Emerg Med. 2011;12(4):461–6. doi:10.5811/westjem.2010.10.1909. [PubMed: 22224138]. [PubMed Central: PMC3236168].
- Salam T, Collins M, Baker AM. All the world’s a stage: Integrating theater and medicine for interprofessional team building in physician and nurse residency programs. Ochsner J. 2012;12(4):359–62. [PubMed:23267264]. [PubMed Central: PMC3527865].
- Grande JP. Training of physicians for the twenty-first century: Role of the basic sciences. Med Teach. 2009;31(9):802–6. doi:10.1080/01421590903137049. [PubMed: 19811184].
- Wang Z, Liu Q, Wang H. Medical simulation-based education improves medicos’ clinical skills. J Biomed Res. 2013;27(2):81–4. doi:10.7555/JBR.27.20120131. [PubMed: 23554799]. [PubMed Central:PMC3602866].
- Fernando N, McAdam T, Youngson G, McKenzie H, Cleland J, Yule S. Undergraduate medical students’ perceptions and expectations of theatre-based learning: how can we improve the student learning experience? Surgeon. 2007;5(5):271–4. doi: 10.1016/S1479-666X(07)80024-2. [PubMed: 17958225].
- Sullivan GM, Feinn R. Using effect size-or why the p value is not enough. J Grad Med Educ. 2012; 4(3): 279–82. doi: 10.4300/JGME-D-12-00156.1. [PubMed: 23997866]. [PubMed Central: PMC3444174].
- Pakravan N, Norouzinia R, Ghazivakili Z, Pouragha B. [Use of two step small group discussion to enhance learning of basic immunology]. Stri Dev Med Educ. 2015;12(2):399–406. Persian.
- Pouragha B, Norouzinia R, Ghazivakili Z, Pakravan N. [Effect of conceptual mapping in small groups on academic performance and student satisfaction in basic immunology]. Dev Strateg Med Educ. 2018; 5(1):54–69. Persian.
- Elliott SL. Efficacy of role play in concert with lecture to enhance student learning of immunology. J Microbiol Biol Educ. 2010;11(2):113–8. doi: 10.1128/jmbe.v11i2.211. [PubMed: 23653709]. [PubMed Central:PMC3577173].
- Bealer J, Bealer V. Acting out immunity: A simulation of a complicated concept. Am Biol Teach. 1996; 58(6):360–2. doi: 10.2307/4450177.
- Holland AC, Kensinger EA. Emotion and autobiographical memory. Phys Life Rev. 2010;7(1):88–131. doi: 10.1016/j.plrev.2010.01.006.[PubMed: 20374933]. [PubMed Central: PMC2852439].
- Sperling JD, Clark S, Kang Y. Teaching medical students a clinical approach to altered mental status: simulation enhances traditional curriculum. Med Educ Online. 2013;18:1–8. doi:10.3402/meo.v18i0.19775. [PubMed: 23561054]. [PubMed Central: PMC3617787].
- Elliott S. Comparison of the use of role-play in both large and small classes to teach the basic concepts of an immune response to undergraduate students (41.3). J Immunol. 2010;184(1Supplement).
)