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Students' responses to being asked to describe ways in which role-play can be unhelpful |
| Role-play – "acting" |
| "Was not real hence some emotions were over acted, would not have been the same had it been done for real" |
| "Have to concentrate on acting – this can detract from thinking about what you are doing" |
| "Hard to get into role as patient and interviewer because they were unreal situations and I know the people in my group" |
| Lack of clarity in instructions/task |
| "Sometimes structure is poor (haven't been told enough about what to do)" |
| No opportunity for transfer of skills |
| "Can't relate to experiences learnt during role-play when communicating in real situations" |
| Unsuitable environment |
| "Too many students in one place so it was noisy and hard to concentrate" |
| Lack of realism |
| "I find it difficult to show empathy in these situations as the complaints are not genuine." |
| "You can never take it seriously as you know the people you're interviewing and so the way you act is not representative of how you would with a real patient." |
| "When you are being observed, you behave differently..." |
| "It is unrealistic as the person you're talking to doesn't have a real illness, so they will react differently to real patients" |
| Uncertainty of the quality of feedback |
| "I was unsure if the advice given by my peers was the same advice a lecturer or doctor would give, so I was unsure if their advice was reliable." |
Nestel and Tierney BMC Medical Education 2007 7:3 doi:10.1186/1472-6920-7-3 |