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Related Experiment Video

Updated: May 25, 2026

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
04:36

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Published on: August 5, 2020

A randomised controlled study of role play in a faculty development programme.

J Johansson1, K M Skeff, G A Stratos

  • 1Department of Surgical Sciences-Anaesthesiology and Intensive Care, Uppsala University Hospital, Sweden. jakob.johansson@surgsci.uu.se

Medical Teacher
|February 1, 2012
PubMed
Summary
This summary is machine-generated.

Role playing significantly enhances medical teachers' ability to improve their teaching behaviors. This instructional technique, when incorporated into faculty development courses, leads to more positive changes compared to standard methods without role play.

Related Experiment Videos

Last Updated: May 25, 2026

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
04:36

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Published on: August 5, 2020

Area of Science:

  • Medical Education
  • Faculty Development
  • Instructional Design

Background:

  • Stanford University developed a widely disseminated teaching improvement course for medical educators.
  • The course utilizes a train-the-trainer model for broad reach.

Purpose of the Study:

  • To evaluate the impact of role playing as an instructional technique within a faculty development course.
  • To determine if role playing facilitates greater change in teaching behaviors compared to other methods.

Main Methods:

  • 48 physicians attended faculty development courses at Uppsala University Hospital between January 2009 and April 2010.
  • Participants were randomized into a standard course (with role play) or an alternative course (without role play).
  • Teaching performance changes were assessed via pre- and post-course self-ratings of 29 specific teaching behaviors.

Main Results:

  • Faculty in the standard course (with role play) showed significantly greater positive changes in self-assessed teaching behaviors.
  • The difference between the standard and alternative course groups was statistically significant (p = 0.015).

Conclusions:

  • Role playing is a valuable instructional method for enhancing medical teaching skills.
  • The study supports the effectiveness of role playing in faculty development programs.
  • Incorporating role play into teaching improvement courses can lead to measurable behavioral changes.