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Guidelines for effective use of role-play to develop patient-centred interviewing skills |
| • State clear aims and objectives about task and roles |
| • Create roles that reflect real experiences and appropriate levels of challenges |
| • Relate the role-play to the broader contexts in which students are learning |
| • Acknowledge potential difficulties in role-play |
| • Emphasise the importance of social interactions for learning |
| • Provide sufficient time for preparation for roles |
| • Highlight benefits from playing all roles |
| • Use structured feedback guidelines – explore interviewers' feelings, identify effective skills and those that require development, seek feedback from interviewer and "patient", achieve a balance in what ahs worked and what needs development |
| • Respond to student preferences for working with friends |
| • Write reflections on the experience |
| • Ensure tutors are enthusiastic |
| • Provide opportunities for debriefing |
| • Summarise experiences |
| • Use audiovisual recording devices for playback |
Nestel and Tierney BMC Medical Education 2007 7:3 doi:10.1186/1472-6920-7-3 |