The Effectiveness of Role Play versus Didactic Instruction When Learning to Conduct Developmental Screenings for First-Year Occupational Therapy Students

Eugenia C. Gonzalez, OTR, PhD

Jacklynn Gonzalez, MOTS

Jessica Garcia, MOTS

Objectives

The attendee will: Learn the results of a study comparing

the efficacy of role-play versus didactic instruction to learn how to conduct a developmental screening

Be introduced to the application of liberating structures in a professional program

What is the Issue?

Performing an accurate assessment

Know specific clinical tools

Establish rapport to effectively engage the patient/client in the process:

Build trust

Work collaboratively

Have open communication

Demonstrate mutual respect (Cole & Mclean, 2003; Kielhofner, 2009)

This is especially challenging to achieve with young children

(Roberts, Tingstrom, Olmi, & Bellipanni, 2008)

Didactic Instruction vs. Role-Play

Traditionally, Teaching students to do assessments is primarily

given in a didactic fashion. Didactic instruction may not adequately prepare

students to conduct effective assessments. (Bell, 2001; Johansson, Skeff, & Stratos, 2010; Joyner & Yang, 2006;

Steinert, 1993; Teevan & Gabel, 1978)

Hypothesis: Occupational therapy students will be equally proficient in conducting developmental screenings using a standardized tool if they learn the Denver Developmental Screening Tool (DDST-II) using traditional methods than if instruction is supported with liberating structures.

Active Learning Tool

Methods

Participants N = 33 (1st year OT students)

Random Assignment

Intervention All Participants – didactic instruction, power-point

Experimental group - 30 minutes of role-play + case scenarios Physically getting down to the child’s level

Using eye contact,

Using short direct instructions,

Using touch and humor as appropriate.

Control group - 30 minutes of reading materials that defined these same skills and how they are applied in an assessment.

Instruction was conducted the day before the health fair to reduce the likelihood that members of the 2 groups would share information.

Measures

DDST-II Proficiency test (written component) at the end of their respective condition.

DDST-II Proficiency test (observed component) community health fair (3-5 years of age)

Therapeutic Interpersonal Skills Observational Tool

2 sets of observations were completed for each participant: Therapist, blind to the student’s assigned

method of instruction

Upper division classmate, blind to the student’s assigned method of instruction

Results

Observed Skills

Experimental (N=15) Control (N=12)110.00

115.00

120.00

125.00

130.00

135.00

140.00

Therapeutic Interpersonal Skills total score (professional rating)

t = 2.28, p = .032

Written Proficiency

Experimental (N=15) Control (N=12)0.00

1.00

2.00

3.00

4.00

5.00

6.00

7.00

8.00

Total Scores on the DDST Written Proficiency Test

t = 2.21, p = .037

Conclusion

Students in the experimental condition scored significantly higher on the written and observed proficiency tests. Students in the experimental group demonstrated more effective child engagement strategies and therapeutic interpersonal skills as rated by experienced clinicians. These results support the hypothesis that use of role-play was more effective than the traditional didactic lecture with handouts.

Questions?