Students will need to take decisions in a given case, acting from their assigned role.
The phases and decision making
The phases in the process of taking a decision can be alternated with phases in which new information is collected or information given by the instructor has to be processed.
End with a plenary reflection on the game and the choices that were made, and connect them to the literature and examples from actual cases. Give the students that participated in the role play a chance to react and reflect first, and open the floor to the observing students after.
Role Play was applied in a class from the Master’s programme Immunity and Infection, in order to let students formulate an advice on the possibility of including the vaccine for the Human Papillomavirus in the national vaccination programme. Students were divided into groups, and within these groups each student had a different role (parent of child towards which the programme would be geared, employee of the national vaccination programme..). Everyone studied the literature and joined the discussion from their assigned role. Each group gave advice, and this was discussed in a plenary discussion.
Alternative form: Each group prepares together for one role, and the role play takes place with one person from each group.
Prepare students for the role play: explain the rules, method and the objective of the exercise.
Define the situation: mention the set data and map out the given case. Distribute the roles over the students. Give the students a good description of their role and give them time to prepare themselves for the case and their role.
Distribute observation tasks over the students didn’t get a role assigned to them. Make enough time available for the role play.