Pharmacy Students Feedback on the use of Role-play in Teaching Ethics
Keywords:Role-play, Ethics, Pharmacy, Active learning
Introduction: Role-play has been implicated in teaching different modules, however, no studies appear to have incorporated role- play in teaching ethics to pharmacy students.
Aim: This paper describe the implementation of role-play to teach ethics to pharmacy students and reports on students' opinion of role-play as a teaching method.
Methods: Students were divided into groups. Each group was allocated 10-15 minutes to present their role-play. Afterward, the instructor facilitates a discussion (10-20 minutes) about the role-play scenario and the underlying issues emerged in the role- play. Students evaluated their overall learning experience using a questionnaire.
Results: 158 students completed the questionnaire. The majority of students (84%) rate their role-play experience as ‘very good’ or ‘good’ and the most common reported advantage was that role-play help them understand and remember ethical issues.
Conclusions: The role-play described in this paper appears to make a positive impact on the students learning experience.
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