Focus group participants described role-play as transformative for conceptual clarity and confidence in consent-taking¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Intervention participants identified role-play as particularly effective for clarifying consent-taking concepts and building confidence. → Khan Abdus Salam 2025

Evidence¶

Khan Abdus Salam 2025¶

Khan Abdus Salam, Khan Muhammad Nasir Ayub, Khan Muhammad I. (2025). Comparing the Lecture-Based Learning With the Four-Component Instructional Design (4C/ID) Model of Learning in Enhancing the Skills of Consent-Taking in the Emergency Department: A Quasi-experimental Study. Cureus. https://doi.org/10.7759/cureus.94133

q2 · i? · causal · r2

Thematic analysis following Braun and Clarke's framework of a focus group with six purposively sampled intervention participants, coded independently by two researchers. Role-play was 'highlighted as particularly effective in clarifying concepts and building confidence in consent-taking'.

"Role-play exercises were highlighted as particularly effective in clarifying concepts and building confidence in consent-taking."

Discussion¶

Related Claims¶

• The review reports that role-playing exercises significantly enhanced students' 21st-century skills including communication, collaboration, and critical thinking — the general claim this finding bears on, with the studies behind it
• Plotting experience against OSCE results showed no effect of years of emergency department experience on consent-taking skill scores — related
• Lecture-based and 4C/ID-based training produced comparable knowledge retention among emergency care professionals — related
• Mixed interprofessional group training promoted mutual respect, understanding of roles, and appreciation of teamwork among ED participants — related