Rollenspiel

Das Rollenspiel als Erhebungsmethode in der qualitativen Sozialforschung bietet, verbunden mit dem Auswertungsverfahren der tiefenhermeneutischen Textinterpretation, die Möglichkeit, kollektiv unbewusste Prozesse in Gruppen in ihrem Bedeutungsgehalt für die den Interaktionen zugrunde liegenden Muster zu erkennen und zu verstehen. Gruppendynamische Prozesse werden erfasst und das rollenspezifische Handeln der Gruppenteilnehmenden bezogen auf das jeweilige Erfahrungsfeld analysiert. In dem Beitrag werden die Durchführung der Rollenspiele sowie deren Dokumentation und die Auswertung der in den Rollenspielen erhobenen Daten vorgestellt, insbesondere anhand konkreter Anwendungsbeispiele die Dokumentations- und Auswertungsschritte praxisorientiert dargelegt und Limitationen der Einsatzes von Rollenspielen diskutiert

Peer role-play and standardised patients in communication training: a comparative study on the student perspective on acceptability, realism, and perceived effect

<p>Abstract</p> <p>Background</p> <p>To assess the student perspective on acceptability, realism, and perceived effect of communication training with peer role play (RP) and standardised patients (SP).</p> <p>Methods</p> <p>69 prefinal year students from a large German medical faculty were randomly assigned to one of two groups receiving communication training with RP (N = 34) or SP (N = 35) in the course of their paediatric rotation. In both groups, training addressed major medical and communication problems encountered in the exploration and counselling of parents of sick children. Acceptability and realism of the training as well as perceived effects and applicability for future parent-physician encounters were assessed using six-point Likert scales.</p> <p>Results</p> <p>Both forms of training were highly accepted (RP 5.32 ± .41, SP 5.51 ± .44, n.s.; 6 = very good, 1 = very poor) and perceived to be highly realistic (RP 5.60 ± .38, SP 5.53 ± .36, n.s.; 6 = highly realistic, 1 = unrealistic). Regarding perceived effects, participation was seen to be significantly more worthwhile in the SP group (RP 5.17 ± .37, SP 5.50 ± .43; p < .003; 6 = totally agree, 1 = don't agree at all). Both training methods were perceived as useful for training communication skills (RP 5.01 ± .68, SP 5.34 ± .47; 6 = totally agree; 1 = don't agree at all) and were considered to be moderately applicable for future parent-physician encounters (RP 4.29 ± 1.08, SP 5.00 ± .89; 6 = well prepared, 1 = unprepared), with usefulness and applicability both being rated higher in the SP group (p < .032 and p < .009).</p> <p>Conclusions</p> <p>RP and SP represent comparably valuable tools for the training of specific communication skills from the student perspective. Both provide highly realistic training scenarios and warrant inclusion in medical curricula. Given the expense of SP, deciding which method to employ should be carefully weighed up. From the perspective of the students in our study, SP were seen as a more useful and more applicable tool than RP. We discuss the potential of RP to foster a greater empathic appreciation of the patient perspective.</p

Roles in Innovative Software Teams: A Design Experiment

International audienceWith inspiration from role-play and improvisational theater, we are developing a framework for innovation in software teams called Essence. Based on agile principles, Essence is designed for teams of developers and an onsite customer. This paper reports from teaching experiments inspired by design science, where we tried to assign differentiated roles to team members. The experiments provided valuable insights into the design of roles in Essence. These insights are used for redesigning how roles are described and conveyed in Essence