Why role-play doesn't work
Role-play has been used in medical education since the time of Hippocrates. The trainee plays the part of a doctor, someone else plays the part of the patient, and they role-play some challenging scenario, typically followed by class discussion.
But the trainee doesn't get as much out of the process as she should. Why not? Because she's not engaged; she knows it's not real; she's not emotionally immersed in the scenario. DRAW repairs this. It interweaves professional TV drama to deepen the immersion. OK, you're thinking the class views the drama and then a trainee role-plays and discusses it? No, it's more than that. It's all to do with the springboard moment. And the result is that the trainee is better engaged and there is a much improved outcome from the role-play.how?
What is DRAW?
DRAW uses TV drama to lead into the role-play. Within the drama, a challenge is identified that provides a training opportunity. The class views a lead-in from the drama up to the springboard moment. Viewing is then interrupted and role-play with the trainee immediately takes over.what is a springboard moment?
Elements of a DRAW session
For more detailed information on how to set up a DRAW session, click here. The text below gives only the bare outlines.
Source material must be carefully chosen to produce a successful DRAW scenario. The clip must involve a teaching opportunity, but not all such opportunities that arise in TV or film dramas can be converted successfully. Candidate clips must be assessed under four headings: (a) is the drama convincing and credible from a medical point of view? (b) is it emotionally involving? (c) does this involvement hook quickly (we are interested only in short clips)? (d) does the doctor face a clear challenge with more than one path that might be followed? And last, but most importantly, (d) is there a springboard moment? Remember: a DRAW session does not simply comprise a class viewing and discussing interesting video clips, nor is it a loose association of video viewing and role-play.
A key element in the setting up of A DRAW scenario is the identification of a springboard moment. This is the moment in the drama where the doctor is faced with her difficult decision. She must now act; but how? The problem has been explained by the previous dramatic action; the class is emotionally involved in the dramatic situation; and now the doctor faces her problem -- there has been a mistake, bad news must be broken, expectations must be managed, competence has been questioned, and so on. All eyes are on the doctor. She opens her mouth to speak -- and the video is paused. Now a postgraduate junior doctor is selected from the class and the role-play begins, with the DRAW facilitator playing the part of the other party -- the relative, the patient, the colleague, as appropriate.
A DRAW session might involve a half-day comprising a half-dozen scenarios covering a range of challenges. Pay attention to the quality of the image and sound in the projection equipment. Ideally, the class size will be a least a dozen, to provide a range of points of view. Having two facilitators produces a welcome variation. Neither needs to be a pillar of local am-dram, but some acting ability is necessary. For each scenario, the video is played, it is paused at the chosen springboard moment, and role-play takes over with a facilitator playing the patient/relative and the trainee playing the doctor. After the role-play, the trainee is asked how they thought it went, then class discussion takes place. Finally, the dramatic resolution of the video clip is played.
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