Pharmacy Students Feedback on the use of Role-play in Teaching Ethics

Authors

  • Sinaa A Al-Aqeel King Saud University

Keywords:

Role-play, Ethics, Pharmacy, Active learning

Abstract

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. 

Author Biography

Sinaa A Al-Aqeel, King Saud University

Assistant Professor, Clinical Pharmacy Department

References

Austin, Z. & Tabak, D. (1998) Design of a new professional practice laboratory course using standardized patients. American Journal of Pharmaceutical Education, 62, 271-279.

Brondani, M.A. & Rossoff, L.P. (2010) The "hot seat" experience: a multifaceted approach to the teaching of ethics in a dental curriculum. Journal of Dental Education, 74, 1220 -9.

Brummel, B.J., Gunsalus, C.K., Anderson, K.L. & Louis, M.C. (2010) Development of role-play scenarios for teaching responsible conduct of research. Science and Engineering Ethics, 16, 573-589.

Buring, S.M., Kirby, J. & Conrad, W.F. (2007) A structured approach for teaching students to counsel self-care patients. American Journal of Pharmaceutical Education, 71, 8.

Calton, E., Essex, J., Bowman, D. & Barrett, C. (2008) Ethics teaching for clinical practice: a student perspective. The Clinical Teacher, 4, 222-225.

Campbell, A.V., Chin, J. & Voo, T.C. (2007) How can we know that ethics education produces ethical doctors? Medical Teacher, 29, 431–6.

Carlin, N., Rozmus, C., Spike, J., Willcockson, I., Seifert, W., Chappell, C., Hsieh, P., Cole, T., Flaitz, C. & Engebretson, J. (2011) The Health Professional Ethics Rubric: Practical Assessment in Ethics Education for Health Professional Schools. Journal of Academic Ethics,15, 1-14 .

Chaar, B.B., Brien, J. & Krass, I. (2009) Professional ethics in pharmacy practice: developing a psychometric measure of moral reasoning. Pharmacy World & Science, 31, 439-49.

Charon, R. & Fox, R.C. (1995) Critiques and remedies: medical students call for change in ethics teaching. Journal of the American Medical Association, 274, 767- 771.

Eckles, R.E., Meslin, E.M., Gaffney, M. & Helft, P.R. (2005) Medical ethics education: where are we? Where should we be going? A review. Academic Medicine, 80: 1143-52.

Ellington, A.M., Candace, B.W., Johnson, D.R. & Nykamp, D. (2002) Current methods used to teach the medication history interview to doctor of pharmacy students. American Journal of Pharmaceutical Education, 66, 103-107.

Gallagher, C.T. (2011) Assessment of levels of moral reasoning in pharmacy students at different stages of the undergraduate curriculum. International Journal of Pharmacy Practice, 19(5), 374-80.

Joyner, B. & Young, L. (2006) Teaching medical students using role-play: twelve tips for successful role-plays. Medical Teacher, 28, 225-9.

Latif, D.A. (1999) Using ethical dilemma case studies to develop pharmacy students' moral reasoning. Journal of Pharmacy Teaching, 7, 51–66.

Latif, D.A. (2000) The Relationship Between Ethical Dilemma Discussion and Moral Development. American Journal of Pharmaceutical Education, 64, 126-133.

Lechner, S.K. (2001) Evaluation of teaching and learning strategies. Medical Education, 6,4 (on-line). Available at: http://www.med-ed-online.org

Nestel, D. & Tierney, T. (2007) Role-play for medical students learning about communication: guidelines for maximising benefits. BMC Medical Educaton, 7, 3.

Rao, D. (2011) Skills development using role-play in a first- year pharmacy practice course. American Journal of Pharmaceutical Education, 75, 84.

Schwartz, L., Preece, P.E. & Hendry, R.A. (2002) Medical Ethics: A Case-Based Approach. Edinburgh: Saunders Ltd.

Self, D.J., Olivarez, M. & Baldwin, D.C.Jr. (1998) The amount of small-group case-study discussion needed to improve moral reasoning skills of medical students. Academic Medicine, 73, 521–3.

Stevenson, K. & Sander, P. (2002) Medical students are from Mars--business and psychology students are from Venus University teachers are from Pluto? Medical Teacher, 24, 27- 31.

The CAPE Educational Outcomes (2011) The Center for the Advancement of Pharmaceutical Education (CAPE) (on-line). Available at: www.aacp.org/ resources/education/Pages/CAPEEducationalOutcomes.aspx. Accessed 19th October, 2011.

Van Ments, M. (1999) The Effective Use of Role-play. London: Kogan Page.

Veatch, R. (2008) Amy Haddad. Case Studies in Pharmacy Ethics. 2nd edition. New York: Oxford University Press.

Published

13/09/2013

Issue

Section

Research Article