Evaluation of learning abilities after role-playing method: Comparing outcomes of Active and Observer.

Q3 Medicine Tunisie Medicale Pub Date : 2024-11-05 DOI:10.62438/tunismed.v102i11.4996
Olfa Hammami, Khedija Zaouche, Manel Kallel, Mariem Nouira
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Abstract

Introduction: During a role-play simulation session, despite supporting observer learning, educators disagree about whether the learning outcomes of observers are like those of active participants.

Aim: Evaluation of the degree of knowledge acquisition by these two types of learners during the same role-play session.

Methods: We carried out a quasi-experimental pre-post intervention study to identify the learning outcomes among learners serving in observer (group 1) and active (group 2) roles during a role-play simulation session.

Results: The role play involved 29 learners. In both groups, 65% of learners improved their overall score. The median post-test score was significantly higher in both groups (p=0.0001). Likewise, learners in group 1 (p=0.023) and in group 2 (p=0.008) showed an improvement in the overall score in the within-group evaluation study. The between-group evaluation study showed no statistically significant difference in overall score improvement (p=0.58), number of learners improving (p=0.05) or percentage improvement (p=0.3).

Conclusion: Based on these findings, it is suggested that role-playing method is effective in achieving student-learning outcomes regardless of their status as active or observer.

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角色扮演法后的学习能力评估:比较主动者和观察者的结果
导言:在角色扮演模拟课程中,尽管支持观察者的学习,但教育者对观察者的学习成果是否与积极参与者的学习成果相同存在分歧。目的:评估这两类学习者在同一角色扮演课程中获取知识的程度:我们开展了一项前-后干预的准实验研究,以确定在角色扮演模拟课程中扮演观察者(第 1 组)和积极参与者(第 2 组)角色的学习者的学习成果:结果:29 名学习者参与了角色扮演。两组中均有 65% 的学员提高了总分。两组学员的测验后得分中位数都明显较高(P=0.0001)。同样,在组内评价研究中,第 1 组(p=0.023)和第 2 组(p=0.008)的学习者的总分都有所提高。组间评价研究显示,总分提高(p=0.58)、提高人数(p=0.05)或提高百分比(p=0.3)在统计学上没有显著差异:基于这些研究结果,建议无论学生是主动还是旁观,角色扮演法都能有效实现学生的学习成果。
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来源期刊
Tunisie Medicale
Tunisie Medicale Medicine-Medicine (all)
CiteScore
1.00
自引率
0.00%
发文量
72
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