Role play, a teaching strategy for psychiatry - students' comparative perspective versus traditional teaching

To compare the effectiveness of conventional teaching methodology against the role play method from the standpoint of medical students.

The questionnaire-based study was conducted at Majmah University, Saudi Arabia, during the 2018-19 academic year, and comprised final year medical students. The study was conducted in two settings during the psychiatry module; first while discussing suicide and second while discussing violence. In both the settings, the students were divided in two randomised groups of cases and controls. The controls were taught with conventional methodology, while the cases were taught primarily using role play. Data was collected using a questionnaire pertaining to students' level of satisfaction regarding different aspects of the learning process. Data was analysed using SPSS 21.

In the first setting, there were 53 students; 29(54.7%) controls and 24(45.3%) cases. In the second setting there were 54 students; 27(50%) cases and as many controls. In both settings, students in the control group rated conventional teaching significantly more interactive compared to the role play method (p<0.05). Clarification of doubt was more in the control group in the first setting (p<0.05).

Although change in curricula is the need of the time, students' feedback is essential.