Main Article Content
Role-play refers to a situation that allows learners to examine realistic situations by interacting with other individuals in a controlled way to develop experience and try different strategies within a supported environment. Depending on the objective of the activity, learners may play a role that is related to their own or could take on an opposite part as well. In this study, the author sought to investigate the satisfaction and perception of pharmacy students toward role-playing. The study used a prospective study design and collected data from students at Princes Nourah bint Abdulrahman University (PNU). The researcher used a rubric that allowed the learners to select their responses as either “Poor,” “Average,” “Proficient,” or “Excellent.” The rubric was distributed to 6th level pharmacy students who experienced role-play for the first time in a classroom session. The findings showed that role play helped in the development of professional skills, recognized possible arguments and solutions, facilitated better understanding, developed the confidence of the learners, enhanced their communication skills, promoted effective discussion, and encouraged active participation. These observations were discussed in light of past studies that have focused on the domain of role-playing. Based on these findings, the study recommends the use of simulation and role-play in teaching pharmacy programs.
How to Cite
Alshammari E. Simulated Role-playing in Pharmacy. IJPQA [Internet]. 25Jan.2013 [cited 2Jul.2020];11(01):74-2. Available from: https://www.ijpqa.com/index.php/IJPQA/article/view/981
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.