3. Role Play
• Definition and Purposes
• Theoretical Rationale
• Conditions
• Planning and Modifying
• Types of Learners
• Resources
• Using the Method
• Potential Problems
4. Definitions and Purposes
• A dramatic technique that encourages
participants to improvise behaviors and
illustrate expected actions.
• Usually unscripted, relying on spontaneous
interplay among characters
• Part of the category of games called
simulation.
5. Definitions and Purposes
• Role play allows participants to explore
why people behave as they do.
• Participants can test behaviors and
decisions in a safe environment.
• The scenario provides a background for the
problem and outlines the constraints that
may apply.
6. Definitions and Purposes
• The focus of role play is on the actions of
the characters and not acting ability.
• The audience observes the interplay
among the characters and analyzes the
dynamics.
• The instructor takes on a facilitator role.
7. Definitions and Purposes
• The use of the simulated patient has been
effective to provide the practice and
rehearsal necessary to increase
competence in motivational interviewing,
which is a method that works on
influencing individuals to consider
changing their behavior
• Role play is a particularly effective means
for developing decision-making and
problem-solving skills
8. Definitions and Purposes
• The use of the simulated patient has been
effective to provide the practice and
rehearsal necessary to increase
competence in motivational interviewing,
which is a method that works on
influencing individuals to consider
changing their behavior
• Role play is a particularly effective means
for developing decision-making and
problem-solving skills
9. Definitions and Purposes
• Feedback
– Debriefing
– Provided by peers, teacher and a self-
assessment
– Engages all students in a reflective discussion
10. Definitions and Purposes
• Applications
– Clinical simulations
– Online courses
– Developing decision-making and problem-
solving skills.
– Best used for small groups of students
11. Theoretical Rationale
• Psychodrama, a forerunner of role play
was developed by Moreno in 1925.
• Psychodrama provided a foundation for
further development of role play as an
educational technique.
• Use of role play became popular in
sensitivity training in the 1970s.
12. Theoretical Rationale
• Reams and Bashford (2011)
– Study that looked at nursing students who role
played with theatre students vs. other nursing
students.
– Those that role played with theater students
gained more confidence in their approach to
patience and colleagues by practicing in a safe
environment.
– Those paired with other nursing students
didn’t gain as much confidence
13. Conditions
• Role playing is a versatile technique that
can be used in a wide variety of situations.
– Skills and techniques
– Understanding, feelings, and attitudes
– Outcome and overcoming problems
– Problems and relationships
14. Planning and Modifying
• Teachers who are new to role play need to
plan before class.
• The situation should be familiar enough so
that learners can understand the roles and
potential responses.
• It can also be effective to use two or more
presentations of the same situation to
compare responses.
15. Types of Learners
• Appropriate for undergraduate and
graduate students.
• It is especially effective in staff
development programs.
• Important to allow adequate time for
planning, preparing the students for the
experience and postplay discussion and
analysis.
16. Resources
• Role play can be used in most settings.
• Special equipment or props may be simple
or not used at all.
• Instructors may want to record or
videotape
17. Using the Method
• Planning is crucial.
• May be helpful to pilot the exercise before using
it in class
• Discuss critical elements of the role play with
colleagues.
• Situations involving morals or subjects of high
emotional significance may be traumatic for
some students.
18. Using the Method
• Scenario and characters need to be described
briefly but with enough information to elicit
responses that will meet learning objectives.
• Avoid using a script.
• Students need to have a clear understanding of
characters and their basic attitudes.
• Observing students must be briefed on their role.
• Debriefing after the role play is crucial.
19. Using the Method
• Students need a clear understanding of the
objectives, the scenario, the characters they are
to play, importance of the role of the observers,
and the analysis.
• The instructor needs to be concerned with the
amount of time students may be excluded from
the room while waiting for their turn to
participate.
20. Using the Method
• Students need to understand the importance of
playing the character roles in ways in which they
believe those characters would act in real life.
• Online role play can use the same basic
principles, but the characters will not be visible
to each other or to the audience.
• Designing an online role play will depend on the
learning objectives.
21. Potential Problems
• Beware of hidden agendas
• Stereotyping may occur as roles are presented in
ways that reflect the expectations and values of
students and teachers.
• Students may not always distinguish between an
actor and a role.
• Students may take the role play in an unexpected
direction.
22. Conclusion
• Role play allows participants to explore
why people behave as they do.
• Participants can test behaviors and
decisions in a safe environment.
• Role play enables students to practice
interacting with others in certain roles and
experience other people’s reactions to
actions they have taken.
