All the world's a stage: evaluating psychiatry role-play based learning for medical students

Abstract

OBJECTIVE: This paper describes an evaluation of an innovative approach, role-play based learning (RBL), as a vehicle for teaching psychiatry. The aim of this intervention, where medical students perform both doctor and patients roles, was to provide an interactive learning format that engaged students while developing clinical knowledge and communication skills in a structured, reflective environment. METHOD: Questionnaires were completed by 107 students from three clinical schools of the University of Melbourne. Data were analysed using descriptive and inferential statistics and thematic content analysis. RESULTS: Student evaluations of the RBL sessions were overwhelmingly positive. Respon..