1991 年 4 巻 2 号 p. 21-28
We have developed methods of instruction to train paramedical staff how to carry out patient education.
In this study, we introduced the technique of “role play” in a lecture as a method of achieving contact with a patient, and systematically analyzed the effect of this teaching method. We tried particularly to develop a method by which an individual and objective grasp of each member's way of thinking in a group could be obtained.
Before the lecture students were asked about how they would respond to a patient. During the lecture we had some of the students do simple role playing and asked the other students to watch and discuss what they had seen. After the lecture, we had them think and answer questions to express their ideas on a good response to a patient.
Their answers were classified into three levels based on the grade of empathetic understanding they expressed for a patient: Level A; empathetic understanding for a patient, Level B; partial acceptance of a patient, Level C; other responses.
A comparison of answers before and after the lecture confirmed that the students' degree of empathetic understanding can be analyzed by these three levels and that role play tended to have some effect on this understanding.
