The student who brings the case role-plays the patient, and fellow students role-play the therapist and other members of the patient’s social network ( Table 1). Students bring anonymized case descriptions of patients from their daily work in mental health care to their reflection group and practice psychotherapeutic communication approaches by the use of clinical role-play, clinical reflection and supervision. 5 At the part-time continuous education program of mental health care at Molde University College, supervised reflection groups, which include clinical role-play and joint clinical reflections on the actual role-play, have been an important part of the education for 20 years. 5, 8 In role-plays, students play the role of a patient they have met, thus exploring attitudes and feelings as part of professional development. 5, 7 The Researchers in Clinical Skills Assessment defined a “standardized patient” as a person with or without a certain disease who has been trained to describe either their own problems or those based on observations of other patients. 5, 6 Barrows defined a “simulated patient” as a regular person who has been trained to present symptoms and signs of a particular diagnosis. 5 The idea of using standardized and simulated patients originally came from the neurologist Howard Barrows. Simulation involves performing a role in an interaction, either through roleplaying or by using a professional, trained standardized patient. According to the included studies, clinical role-play facilitates helper–user equality and increases students’ involvement, self-efficacy, and empathic abilities in mental health practice. The literature search did not discover studies investigating whether practicing role-play in educational settings has consequences for clinical practice.Ĭonclusion: Based on this current review, role-playing in supervised groups seems to promote reflection and insight not only for students in the patient and therapist roles, but also for peers observing the group sessions. Nevertheless, there is limited research on the use of role-play in teaching therapeutic skills, and few studies that investigate how role-play affects students’ reflections on own practice. The results suggest that role-play in health education enhances students’ therapeutic and communicative skills. Results: The systematic literature search provided 42 full-text articles and four articles met the inclusion criteria. Systematic searches of literature were done in Ovid (MEDLINE, PsycInfo), Cinahl, Cochrane, ScienceDirect, SweMed, Norart, ProQuest, and Google Scholar. Method: An integrative review was conducted to search the literature for findings from both qualitative and quantitative research. Positive experiences with the use of clinical role-play and subsequent reflection inspired us to investigate whether previous empirical studies had evaluated similar methods of teaching and to scrutinize the effects on students’ development of therapeutic skills and clinical reflection. Background: An important goal in mental health education is for students to develop their ability to provide care and help to people with different degrees of mental problems.
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