role play
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Background: Phlebotomy is a medical procedure that is performed frequently in the blood collection activities of medical institutions. The procedure involves close interaction with different types of patients—some of whom are cooperative and others, who, for many reasons, are not (for example, patients who have a fear of needles). Blood extraction is an essential skill in several medical specialties, such as in laboratory sciences. Lesson planning in phlebotomy education is mainly focused on procedural skills, and very little attention is given towards teaching communication skills despite the close patient interaction in phlebotomy. In this paper, I propose a lesson plan for teaching communication skills to medical laboratory sciences and nursing students based on Gagne’s instructional design. Methods: The training session included two main parts: training session using Gange’s instructional design and at the end of the session, the participants were surveyed for the effectiveness of the training session. Results: 17 participants were included in the study. Overall, the majority of the participants were highly satisfied with the effectiveness of the training session in teaching communication skills with all seven survey questions receiving a mean score of 4.58 on a Likert scale of 1-5. Conclusion: We demonstrated the effectiveness of Gange’s instructional beyond theoretical lesson planning to teach communication skills through role-play in phlebotomy education.

The present study deals with the effect of audio-visual material for second language (L2) pragmatic learning in the foreign language classroom. More specifically, it analyzes whether being exposed to captioned and non-captioned input in an experimental condition entailing no instruction on pragmatics might have any influence on the learners’ pragmatic performance. To this aim, two intact classes ( N = 31) of learners of English as a foreign language (EFL) at a B1 level were exposed to videos with captions and without captions, respectively. Before and after watching the videos, all the students were asked to carry out a role-play task with situations like those in the videos. A mixed-methods approach was used to analyze the learners’ performance in terms of types and number of strategies to perform speech acts (quantitative) and in terms of pragmatic appropriateness (qualitative). Findings show that both groups used more polite strategies after watching the videos, regardless of the captioned/non-captioned condition, which seems to confirm the contribution of audio-visual material for the learning of the L2 pragmatics in an incidental way. Concerning pragmatic appropriateness, we found that learners in the captioned condition produced more pragmalinguistically appropriate role-plays than learners in the non-captioned condition, thus suggesting a positive effect of captioned material on the learning of the L2 pragmatics. Such results are discussed in relation to the few previous similar studies in the field.

It is recommended that violence prevention interventions start early for students and include conflict resolution education and social-emotional skills training components. Although school-based programs have shown some promise, community-based or out-of-school time programs require more study. A social-emotional learning-focused conflict resolution intervention using role-play and puppetry was implemented in a small afterschool program as an exploratory study. Student participants’ conflict resolution knowledge and after-school teacher observation of their pro-social skill behaviors were assessed pre- and post- program. Although many participants scored high in conflict resolution knowledge pre-program, they appeared to gain some additional knowledge, specifically on disagreements between friends and empathy for other’s feelings. After-school teachers, however, observed no significant overall differences in their pro-social behaviors pre- and post- program. All in all, as an exploratory study, the slight positive changes in knowledge provide data to suggest continuing the curriculum with more emphasis on the weakest topics as well as more role-play or puppet play about friendship and sharing behaviors.

A hospitality attitude is needed by the local community when the village where they live will become as a tourism village. This attitude is closely related to the way the community welcomes guests who come and even stay overnight in tourist villages. The aim of this training program is to improve hospitality knowledge and skills in tourism groups in Budo Village, wori sub-district, North Minahasa Regency. The training method is carried out in the form of: a teaching system, simulation through role play, and at the end of the training an evaluation of the entire material being taught is carried out. The expected outcome is an increase in the knowledge and skills of the tour groups and has a broad impact on the local community in Budo Village

Grounded in research-based examples, this chapter provides a resource for students, teachers, and researchers to critically engage with issues of climate change through leveraging the affordances of digital tools. In particular, the authors discuss the affordances and challenges of students using digital tools to address climate change. They also review research in this field, including studies on visualizations, analyzing information, social media, digital videos, digital role-play, video games, and virtual and augmented reality. The chapter describes how digital tools offer meaning-making possibilities for students to propose solutions to climate change through engaging multimodal narratives, as well as share their voices through digital activism. Considering that global climate change is perhaps the most serious problem human beings have ever faced, this chapter offers implications for curriculum and instruction to aid educators with designing digital projects for students to understand climate change and find ways to take a stand.

Backgrounds and aims Early symbolic play abilities are closely related to long-term language development for both autistic and non-autistic children, but few studies have explored these relations for different dimensions of pretence and of language. The current study explores carer-reported measures of solitary symbolic play, object substitution and peer role play abilities at age 3, and their respective relations with parent-reported semantics, syntax and narrative abilities at age 7 for both autistic and non-autistic children. Methods We conducted secondary data analyses exploring links between different aspects of pretence and of language on the Longitudinal Study of Australian Children population cohort. We identified 92 autistic children and used propensity score matching to match them with 92 non-autistic children based on demographic and developmental information such as non-verbal IQ and socioeconomic status. We explored concurrent and longitudinal relations using correlation and regression models. Results: Both correlational and hierarchical regression analyses confirmed the significant effects of age 3 symbolic play abilities in facilitating age 7 semantics, syntax and narrative abilities for autistic children. We found that object substitution held most prominent influence, followed by peer role play and solitary symbolic play. In contrast, for non-autistic children, none of the age 3 symbolic play abilities were significant predictors, whereas socioeconomic status at birth and age 3 language abilities held significant influences on their age 7 semantics, syntax and narrative abilities. Conclusion: We discuss the implications of our findings for play interventions targeting language outcomes.

Role play and simulated patients are tools frequently used in undergraduate physiotherapy courses to help students gain familiarity with what they will find in future real-life encounters. However, these approaches have limitations when it comes to delivering diversity and repetition to a large number of students and are mostly bounded to the school's premises. Web-based virtual patient software can help to overcome these shortcomings as they equally require students to go through most of the steps of the physiotherapy process, and simultaneously offer unlimited diversity of cases and repetition opportunities and can be delocalized from physical schools. PETRHA + is an Erasmus+ strategic partnership of European high education institutions aiming at the improvement of a web-based serious game prototype designed to enhance physiotherapy students' clinical reasoning using virtual patients. The objective of this chapter is the presentation of the background context that led to the development of the serious game, its design features, functions, and ongoing and future developments.