From: Role-play for medical students learning about communication: Guidelines for maximising benefits
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." |