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A key task for students is to formulate questions that guide their research. However, in my experience, they struggle with this skill. Students can often articulate topics for research but find it harder to translate these into questions that guide their process. To facilitate this task, I encourage students to imagine they have an interview scheduled with the author of the book they are gathering data from. I ask them to prepare questions for a 30-minute interview. Then I encourage them to ‘interview the author’ by finding the answers in the book within a time limit. This way of framing the task has anecdotally proven successful in unlocking understanding for this part of the research process. Pretending to interview the author enables the student to think of this study skill in a different light that ‘provokes us to mental activity’ leading them to identify the ‘similar’ principles between the practice (Whitton, 2018). In this case, between preparing questions for a live interview and preparing questions for research. Imaginative role play for learning was briefly explored as part of the presentation, using Whitton’s work, Fostering imagination in higher education (2018). Participants then discussed the following questions, offering the chance for deeper collaborative analysis: • Do you use imaginative role play to introduce any study skills to your students? • Can you see any barriers or potential for misleading guidance using role play in this way? • What opportunities could we provide for students to engage in imaginative role-play to further their understanding of particular study skills?

Theatre art can be included in education in different ways and with different goals. The first two pillars of theatre pedagogy – theatre literacy and theatre creation – have as their goal familiarisation with theatre art and theatre creation. The third pillar of theatre pedagogy – learning through theatrical approaches – understands theatre (or theatre approaches, methods and techniques) not only as a goal but primarily as a means for achieving broader educational goals. Drama in education (DiE) represents such a theatrical approach, which can be applied to various subject areas. In addition to educational goals, we also achieve aesthetic goals – we learn through drama and about drama. Drama in education belongs to the so-called process forms of drama, as it does not envisage a final product, that is, a performance. It originates from an improvised symbolic play/role play, and due to educational goals, it can also be argued that it indicates a learning approach in which the teacher/theatre pedagogue uses a combination of methods and techniques of theatre pedagogy connected in a meaningful dramatic structure. In addition to creative theatre activities, drama in education devotes most of its time to the negotiation and structuring of meanings directed by the teacher/theatre pedagogue. Even if a precise definition of drama in education is not possible, its key characteristics are processability, role play, improvisation, collectivity, dialogue and a symbolic dimension.

This study utilized Classroom Action Research and was carried out during a teaching internship in a Junior High School in Batam, Indonesia involving 20 eighth-grade students. The objective of the study is to investigate the impact of implementing the Role Play Strategy on students' attitude, interest, and effort in practicing English speaking skills. The research was structured into distinct stages, including planning, action, observation, and reflection. The research instruments used were observation, pre-test, and post-test. The students were initially observed during their English lessons, after which the pre-test and post-test were administered to evaluate the improvement in their speaking skills. A rubric was devised to assess the students' speaking skills across various aspects. The post-test results revealed a significant improvement in the students' scores compared to the pre-test, demonstrating the effectiveness of the Role Play Strategy in enhancing their speaking abilities. The students' average score for the pre-test was 67.85 points, while their average score for the post-test was 73 points after the implementation of Role Play. Therefore, it can be concluded that the use of Role Play Strategy in classroom instruction is an effective approach for promoting students' speaking skills. The result suggests that the teachers should use creative and modified teaching materials to improve students' curiosity in learning English.

Introduction: The oldest and most popular teaching style in medicine and related fields is the lecture. They are affordable and at least as good at transferring knowledge as other instructional techniques. The present study aimed to assess the effect of lecture-based education, role-playing and learning through peers on learning and satisfaction among MBBS students. Methods: This descriptive study was conducted among the MBBS student studying at MNR Medical College & Hospital. Total of 446 students were approached to fill the predesigned questionnaire for the response. The questionnaire in Google form was shared to students via email, WhatsApp and Telegram (Google form link: https://forms.gle/YfkNojfV5az5Q6AW8). The questionnaire contained two sections, demographic information included age, gender, and year of course and second part included the 10 questions. Students expressed their views on the questionnaire expression based on a five point Likert scale. Results: Total of 340 students with mean age of 19.65±1.22 yrs responded to the questionnaire shared. Among them 61.8% were female students and 38.2% were male students. Most students responded with strongly agree for the role play mode of learning compared to the traditional lecture based learning and also peer learning (p

Introduction: Disaster-prone regions like Karangasem Regency, located in the Ring of Fire, are susceptible to earthquakes and volcanic eruptions. It becomes imperative to ensure that students possess adequate disaster preparedness knowledge and skills. The objective of this study was to evaluate the efficacy of role-playing and audio-visual educational interventions based on local wisdom in improving disaster preparedness behavior among elementary school students. Methods: This study employed a quasi-experimental design using a pre- and post-test approach, including a control group. The study participants consisted of elementary school students in grades 4, 5, and 6 who were willing to participate and physically fit. A total of 56 students were included in the study, selected through simple random sampling, with 28 students assigned to each of the intervention and control groups. The research was conducted at SD 6 Ban, situated in Kubu, Karangasem, Bali. Results: The utilization of audiovisual educational videos and locally rooted role-playing activities significantly enhanced disaster preparedness behavior among elementary school students at SD 6 Ban. This effectiveness was demonstrated by the p-values, which were 0.001, 0.002, and 0.001 for knowledge, attitude, and behavior, respectively, indicating a substantial positive impact of the intervention on all three aspects. Conclusion: The audiovisual educational videos and locally rooted role-playing activities have proven to be effective in enhancing the elements of knowledge, attitude, and behavior among elementary school students. It is our hope that this method can be consistently applied as an ongoing intervention to further improve disaster preparedness among students. Keywords: Audiovisual, disaster preparedness, local wisdom, role play, schoolchildren

Background Accurate and reliable assessment of clinician integrity in the delivery of empirically supported treatments is critical to effective research and training interventions. Assessment of clinician integrity can be performed through recording simulated (SI) or real-life (RL) consultations, yet research examining the equivalence of these data is in its infancy. To explore the strength of integrity assessment between SI and RL samples in Motivational Interviewing (MI) consultations, this article examines whether Motivational Interviewing Treatment Integrity (MITI) assessments differ between SI and RL consultations and reviews the predictive validity of SI and RL MI skills categorisations for RL client response language. Methods This study first compared MITI coding obtained in SI and RL consultations for 36 veterinary clinicians. Multilevel models of 10 MITI behaviour counts and four MITI global scores were run using MLwiN 3.02 to assess if a significant difference existed between SI and RL MITI data, with consultation within clinician within cohort (A and B) as nested random effects. Second, we investigated the effect of SI and RL MI skills groupings on rate of RL client response talk using three multivariable regression models. Two Poisson regression models, with random intercepts for farm and veterinarian and offset for number of minutes of the recordings, were estimated in the statistical software R using the package glmmTMB for the two response variables Change Talk and Sustain Talk. A logistic regression model, with the same random intercepts, with the response variable Proportion Change Talk was also estimated using the same package. Results Veterinary clinicians were less MI consistent in RL consultations, evidenced through significantly lower global MITI Cultivating Change Talk (p < 0.001), Partnership (p < 0.001) and Empathy (p = 0.003) measures. Despite lower objective MI skills groupings in RL consultations, ranking order of veterinary clinicians by MI skills was similar between contexts. The predictive validity of SI and RL MI skills groupings for RL client Change Talk was therefore similar, with significantly more RL client Change Talk associated with veterinarians categorised in the highest grouping (‘moderate’) in both SI (p = 0.01) and RL (p = 0.02) compared to untrained veterinarians in each respective context. Conclusions Findings suggest SI and RL data may not be interchangeable. Whilst both data offer useful insights for specific research and training purposes, differing contextual MI skills thresholds may offer a more equitable assessment of clinician RL client-facing MI integrity. Further research is needed to explore the applicability of these findings across health contexts.

This paper is about exploring what and how soft skills can be gained from using a role-playing game while teaching a speaking skill to children. This study is conducted by analyzing and observing data result from other studies related to this research objective. The subject of this research is a young learner average eight to ten years old student of elementary school. The role play referred to in this research is a simple role-play such as acting and playing pretend that young learners can understand without complicated components. They will perform a role play without set dialogue, only with a scenario idea as they will use their ability to conduct the role play. This study was conducted because of the importance of a soft skill that impacts children's ability in using language. This study found that there are better communication skills, analytical and problem-solving skills, decision-making judgment, and boost learner self-confidence in using English as a second language. Communication skills and self-confidence are developing because there is an interaction between speakers in the context of role-play scenarios. Children tend to imprint a lesson that they experience themselves, consequently making them remember their mistake when they speak English in an attempt to have a conversation in communication. Thence this makes students learn from past mistakes and become more fluent in speaking English as a second language that does not sound stiff as a robot, unlike when they only learn from the textbook. Roleplay is fostering children's analytical thinking, problem-solving, and decision-making skill because role-play gave them a context of how to apply language in a real-life situation. The student will try to think in a logical order and to speak what they want, consequently stimulating their thinking ability in a good way.

Teachers’ Day is celebrated globally on various days of the year. The official celebration began either in 1965 or earlier. UNESCO established the World Teachers’ Day in 1994 to focus on work and achievements of teachers. Teachers’ Day has been celebrated at schools in Estonia since the 1960s. At that time, the best students became teachers, and lessons were given primarily to younger classes and at basic school. The newer rules in the 1990s became much more exciting, according to which teachers really changed roles with students (embodied as students), disguised themselves, and chose a certain style. Behavioural patterns and norms also become free: teachers live out by teasing: scattering paper planes, disturbing lessons, talking and being naughty, do not bother to answer. But students may also be shown what their teachers are like outside school: talented musicians, performers, experimenters, and so on. At the end of the day, they can return to the original rules: a coffee table made by students and flowers for teachers, a visit from the rural municipality, city government or education department, and congratulations. In addition, and above all, this is a day where teachers are excited because they are just great. We see many rapid role changes, changes in norms, parody and ridicule, black humour along with the implementation of various scripts.

Introduction. The article discusses role play as one of the methods for developing social creativity in adolescence in English lesson. The article also analyses the results of the study aimed at determination of the possibility of increasing the level of students’ social creativity by implementing role plays in the educational process. Literature review. The article provides a theoretical analysis of approaches to the definition of the term «social creativity», special attention is paid to the indispensable condition for successful development of this skill – creating a special creative environment at the lesson. There is also considered the structure of a role play as a method of developing social creativity. Research methods. At the ascertaining and control stages of the study, we used the Sievert Horst test to determine creative abilities. At the formative stage, a series of lessons using role-playing games has been developed and introduced into the educational process. The results of the study. Analysis of the results of the ascertaining stage of the study allowed us to conclude that students have a low level of social creativity, are inert to proposals of new ideas, creative problem solving. The use of role plays in foreign language lessons improved the indicators on all the scales (resourcefulness, ability to combine, divergent thinking, freedom of association). Moreover the use of role plays in English lessons contributed to the development of the students’ communicative skills, improved the attitude of students to the school discipline «English», increased their motivation to study the subject. Conclusions. The results of the study allowed us to conclude that the use of role plays on the lessons of foreign language is an effective method to develop adolecents’ social creativity.

The article discusses Role play, Simple Question, Journal writing as techniques for teaching Business Law to Business Administration students. The educator’s perspective is believed to have a dramatic effect on the choice of teaching methods and techniques. From a management point of view, the understanding of law underlies a strategy to avoid lawsuits. The introduction of teaching approaches and techniques that respond to the graduates’ professional and human needs, such as role play, simple question and journal writing, is described as humanizing the teaching of Business Law, intended to arouse motivation and enhance learning outcomes for Business Administration students. The article describes a step-by-step methodology of implementing the above teaching techniques in the real-time education process. The methodology has been approbated at Mount Saint Mary’s University Los Angeles in the Business Law course during the Spring Semesters since 2017, totaling 15 courses. By completing the Business Profile and Business Journal and actively participating in the role play process, the non-law students were able to practice public speaking, develop their research skills and gain an understanding of the management and legal perspectives’ application in the business environment. The quantitative evaluation of results was performed via program learning outcomes testing, and the qualitative evaluation – through unstructured post-test interviews with the participating students. The preliminary results used have been the comments provided by the End of Course Evaluations and the Peregrine Assessment of Associate of Arts Business degree program. Both quantitative and qualitative measurement showed increase in the program learning outcomes and students’ motivation and engagement. The impact on the Bachelor of Arts program will not be available until 2021. The experiences and results in using role play, simple question and journal writing have been used to provide recommendations for enhancing learning experiences and outcomes in teaching Business Law to non-law students.

ObjectiveThe purpose of our study was to demonstrate the benefits of role play based on a Historical–Cultural perspective with the implementation of symbolic elements generated by the development of drawing of preschool children from suburban origin in a group of normal Mexican preschool children. We predict that the quality of the drawings will be improved after the preschoolers participate in such a role play program.MethodsA pre-experimental study was carried out, with pre-test and post-test assessments. The drawings were assessed with quantitative (frequencies of the quality of the parameters) and qualitative (characteristics of the children's drawings) methods. The role play program was based on Elkonin's method, activity theory, and P. Ya Galperin's formation by stages of mental actions. The program encouraged the use of graphic signs and symbols, with the intention of representing situations, actions, objects, and/or contents. Twenty-six preschool children participated in our study.ResultsTo know the effect of the role play program with symbolic elements on the drawing of preschool children, we performed a quantitative and qualitative analysis, a Wilcoxon test contrast between the initial and final assessment. Both analyses showed a significant increase in the scores in all the tasks with a medium–large effect size, being the largest “Pictograms” and “Drawing of the route”; and in the analysis of the qualitative parameters, specifically in “Maintains the objective,” a significant increase was found in all the tasks.DiscussionRole play, being the main activity in preschool age, develops all aspects of the child's psychic life. The importance of role play in a preschool child makes it possible to work in the zone of proximal development with the regulatory function of language, with the planning, execution, and control of playful activity and, most importantly, with the use of various materials and perceptual-graphics tools. These findings showed an improvement in the development and complexity of the symbolic function in the drawings.ConclusionRole play, as a work methodology in preschool age, leads to the use of new meaning systems that prepare the child to carry out present and future complex symbolic actions.

This paper is devoted to the observation of preschoolers’ free play with different types of materials for pretend play. It is shown that role substitution varies in play with different materials. When children played with play costumes (role markers), many of them renamed themselves; however, the roles were similar in character and strictly related to the proposed costumes. Also, children rarely performed their role through actions. Playing with character toys turned out to be gender specific. Boys rarely played a role, preferring a director's position. Girls’ play was of different levels of complexity, their roles were complementary to their toys and original in character. When children played with toys that imitate real objects (cups, swords, irons and so on), they were less likely to rename themselves, the roles were rather similar; however, almost all children acted from inside their roles. The most balanced environment for pretend play was the one with open-ended materials: many children renamed themselves, and the roles were original (in fact, originality was the highest with this type of materials), many children performed the role through play actions (this was especially true for older preschoolers). The exception were 6-year-old children who, despite renaming themselves, did not perform any play actions in this environment.

English has won the status of International language. The quality of our expression depends on our use of speaking skills. The importance and value of speaking English have been accepted worldwide. In Pakistan, Teaching English was mainly focused upon reading and writing skills. But in today’s world, listening and speaking skills have become much more important than in the past. Recently, the value of role-play in the classroom situation has become mandatory to make the teaching-learning process easy, attractive, and interesting. The implementation of role-play was expected to be an effective way to improve the learners’ speaking skills. So in the present study, the focus is on this matter whether the use of role play can be beneficial in bringing a positive change in the teaching-learning process of speaking skills for elementary level learners. The collective problems of the teachers and students during speaking English were the main focus of the study. 360 students and twenty teachers of Bahawalpur region participated in this study. Pre-test, post-test, and questionnaire were used as a tool to collect the data from the respondents. The findings of the study showed that there was a significant difference between pre-test and post-test results. It was suggested that speech practice with the help of role play should be encouraged at the elementary level.

This paper is a part of the research devoted to observing free play with different role-playing materials in preschool children.Here we describe the results of our observations of preschoolers’ play with toy characters (dolls, figures, soft toys, etc.).It was found that there are significant gender differences in this type of play: boys either do not play at all or play in the director’s position; at the same time, if they take on a role, they tend to ignore toy characters.As it is shown, the number of role-playing names is quite high in the children’s play with toy characters.This may reflect the specific function of this type of material in play.Among the prevailing play topics are family, home, pets, everyday life and motives of care and attention in general.Age analysis showed that the number of children with roles increases at 6 years, while at 5 years — when play is at its peak – role substitution in playing with toy characters is rather ignored by children.

Background: The short course of baccalaureate nursing program and overcrowding of clinical settings restrict the development of pediatric peripheral venous catheter (PVC) insertion skill among nursing students. Therefore, better teaching strategies are needed. Objectives: The aim of this study was to compare the effects of role play simulation and demonstration on pediatric PVC insertion skill among nursing students. Methods: In this three-group experimental study, 46 nursing students were selected from Tabriz University of Medical Sciences, Tabriz, Iran, randomly allocated to a control, a role play simulation, or a demonstration group. Initially, all students received information about pediatric PVC insertion through lecture. Then, their skill was assessed using a child mannequin in a skill lab by a thirty-item rating scale. Then, participants in the simulation and the demonstration groups received training about this skill through simulation or demonstration teaching methods. After 3 weeks, their skill was reassessed. Data were analyzed using the Wilcoxon and Kruskal–Wallis tests. Results: The baseline total scores of PVC insertion skill were 17.66 ± 7.46, 14.93 ± 6.64, and 16.92 ± 10.38 and after intervention changed to 20.66 ± 5.65, 33.81 ± 6.86, and 41.14 ± 7.67 in the control, role play simulation, and demonstration groups, respectively. There was a statistically significant increase of skill in simulation and demonstration groups (P < 0.001), whereas the increase in the control group was insignificant (P = 0.09). There was no significant difference between role play simulation and demonstration groups (P > 0.05). Conclusion: Both role play simulation and demonstration significantly improve pediatric PVC insertion skill among nursing students. These teaching methods are recommended for developing nursing skills.

Abstract Background Verbal and non-verbal communication, as well as empathy are central to patient-doctor interactions and have been associated with patients’ satisfaction. Non-verbal communication tends to override verbal messages. The aim of this study was to analyze how medical students use verbal and non-verbal communication using two different educational approaches, student role play (SRP) and actor simulated patient (ASP), and whether the non-verbal behaviour is different in the two different poses. Methods Three raters evaluated 20 students playing the doctor role, 10 in the SRP group and 10 in the ASP group. The videos were analyzed with the Calgary-Cambridge Referenced Observation Guide (CCG) and, for a more accurate evaluation of non-verbal communication, we also evaluated signs of nervousness, and posture. Empathy was rated with the CARE questionnaire. Independent Mann Whitney U tests and Qhi square tests were performed for statistical analysis. Results From the 6 main tasks of the CCG score, we obtained higher scores in the ASP group for the task ‘Gathering information’ (p = 0.0008). Concerning the 17 descriptors of the CCG, the ASP group obtained significantly better scores for ‘Exploration of the patients’ problems to discover the biomedical perspective’ (p = 0.007), ‘Exploration of the patients’ problems to discover background information and context’ (p = 0.0004) and for ‘Closing the session – Forward planning’ (p = 0.02). With respect to non-verbal behaviour items, nervousness was significantly higher in the ASP group compared to the SRP group (p

Matematiska modeller används i många sammanhang för att beskriva system, undersöka frågeställningar och skapa beslutsunderlag. Samtidigt ställer denna typ av matematiskt tänkande och problemformulering ofta höga krav på användarens matematiska förmågor. På kurser med inslag av matematisk modellering kan därför en del studenter ha svårt att tillgodogöra sig och förstå abstrakta matematiska modeller och deras kopplingar till den omvärld som modellerna avser att beskriva. I denna artikel beskrivs och diskuteras resultatet av ett pedagogiskt utvecklingsprojekt med syfte att utveckla och utvärdera rollspel som metod för undervisning i matematik och statistik på universitetsnivå. En slutsats från projektet är att det framförallt är studenternas reflektioner och analyser efter själva övningen som skapar en djupare förståelse för de bakomliggande koncepten och idéerna rollspelet avser att spegla genom att länka samman matematiska modeller och teorier med studenternas upplevelser från rollspelsövningen. Användning av rollspelsövningar vid undervisning i högre matematik kan både vara ett verktyg för att repetera kursinnehåll och för att sänka abstraktionsnivån. En tidig version av artikeln har presenterats vid den universitetspedagogiska konferensen vid Umeå universitet 2017. English Abstract Role-playing exercises for teaching mathematical models at university level Mathematical models are used in many contexts to describe systems, analyze questions, and create basis for decision-making. The required level of mathematical thinking and problem formulation skills in these models often put a high demand on the user’s mathematical abilities. In courses with elements of mathematical modeling, some students may therefore find it difficult to understand abstract mathematical models and their connections to the real world. This article presents and discusses the results of a pedagogical development project with the aim of developing and evaluating role play as a method for teaching mathematics and statistics in higher education. After the exercise, the students’ experiences from the role play exercise are linked to the mathematical models and theories in a reflection session. A result from the project is that it is above all the students’ reflections after the exercise that create a deeper understanding of the underlying mathematical concepts. The use of roleplaying exercises in teaching higher mathematics can both be a tool for rehearsing course content, and for lowering the level of abstraction. An early draft of the article was presented at the university pedagogical conference at Umeå University in 2017.

We want to present you the role play experience which took place at the Junior Secondary School in Chievo (Verona). It was a special day: the school was divided into two sections by two high walls on the two floors of the school building (East Fainell and West Fainelli) and the number of the students was divided into two big groups, too, independently of which class they belonged to. The students on one side of the wall couldn’t meet the students on the other side of the wall because of the physical barriers. This gave the opportunity to learn, to discuss and to listen to several reports and witnesses from different people about the well-known divisions in the past and in the present all over the world. The day took inspiration from the geohistory course carried out by an experimental class which is part of the project “Disegnare il Futuro” (Shaping the Future) promoted and supported by “Fondazione San Zeno” in Verona.

Difficulties and problems of business education are theoretically considered in the article. The advantages of traditional Western business education and the problems of young managers that are not ready for business activity in the environment of developing markets are highlighted. Methods of research. The author has examined the conditions of business education in Russia, its content and approaches to teaching. In the course of research, the author provides the idea that the solution to the problem of business education is based on innovation of the curriculum, implementation of interactive methods of teaching and creating the atmosphere of cross-cultural communication in the groups of MSc. students. Results of research. It is defined that setting up an innovative MSc. Program completely taught in English to multinational groups of students created cross-cultural environment in class. The curriculum has comprised the components of Russian and Western business school tracks. It is defined that the implementation of innovative methodological approaches to teaching based on modeling of manager’s professional activity is an indispensable educational means of creating the skills demanded. The author demonstrates the advantages of Markstrat simulation game in teaching marketing. It is proved that innovative business simulation helps to create the situation of authentic communication in the classroom, boosts teambuilding and provides practice of decision-making techniques. The author proves that the hypothesis of the article is correct and the way to solve the problem of business education is found.

Role-based e-learning has led to a student-centered way of learning, adopting Internet technologies. The new technologies of Web 2.0 and social networks undoubtedly have the potential to improve the role-based learning of e-learning. However, not only will the evolution of technology influence future directions for role-based e-learning, but it will also involve factors related to changing educator perceptions and changing student roles. The continuous evolution of role-based e-learning is based on three main factors: technology, educators, and learners. (Sandra Wills, 2011). eService-learning is an educational approach that combines learning objectives with community service to provide a pragmatic, progressive learning experience while meeting societal needs. The new information technologies support the learning process by meeting the needs of the learning process and at the same time support the interaction between the student and the technology, which takes place at the concept level. Technologies have the role of functioning as intellectual tools that allow students to construct more meaningful personal interpretations and representations of the world. An eService-Learning course provides the students with real-world experiences that they cannot obtain from a textbook, traditional lectures, and fictitious lab assignments. An eService- Learning model cultivates skill sets and on-the-job training that is a very valuable asset for future jobs.

The lesson plan plays an important role in the achievement of learning objectives. This paper aimed to describe the effect of lesson plan role play on changes in teacher understanding regarding the process of mathematics lesson plan writing using the ELPSA framework. The method used was descriptive qualitative. 13 West Nusa Tenggara math teachers were involved through filling out questionnaires about the lesson plan writing habits among teachers, the usefulness of role-playing, and the impact on the lesson plan improvement process they designed. Results showed that the lesson plan role play was able to change the teacher's understanding, particularly on the importance of clear and communicative lesson designs as well as the sequential and anticipatory learning scenarios included. This change in teachers' understanding also has an impact on the awareness of teachers to improve their draft lesson plan in terms of integrated learning indicators, sequentialness, and the content quality of learning activities and clarity of teaching notes that allow the lesson plan to be more explicit and applicable. Overall, it can be concluded that more than 95% of the teacher respondents stated that role play had a positive influence in the form of a willingness to re-reflect and reconstruct each lesson plan. In general, they gain knowledge and awareness about how to build a good lesson plans so that they have the potential to create activities and an atmosphere of teaching and learning that are interactive, focused, and pay attention to what students already know.

Sadomasochism played an important role in Foucault’s reflection on power and sexuality; according to this perspective, some theorists highlighted the queer potential of BDSM: the ability to create a space for the experimentation of new relationalities. This vision certainly depicts some subversive aspects of BDSM culture, such as the figure of the dominatrix or the practice of gender reversal, but it sounds too anarchistic and one-sided since in the BDSM prevails a fascination for totalizing and coherent roles. This paper will argue that the queer nature of the master and slave relationship lies in its performative and ritual character: in its exaggerating scenes and costumes in a specific setting, and in its presenting power as a consensual game, based on empathy and mirroring effects. After this theoretical discussion, which will cover Lacan’s concept of masquerade as re-used by Linda Williams, the paper will analyze some of the few literary and artistic representations of BDSM devoid of stereotypes: especially some recurrent scenes in Robbe-Grillet’s production, which can be read in parallelism with his wife’s Catherine Robbe-Grillet’s activity as dominatrix.

Abstract Background As lack of awareness of rare diseases (RDs) among healthcare professionals results in delayed diagnoses, there is a need for a more efficient approach to RD training during academic education. We designed an experimental workshop that used role-play simulation with patient educators and focused on teaching “red flags” that should raise the suspicion of an RD when faced with a patient with frequently encountered symptoms. Our objective was to report our experience, and to assess the improvement in learners’ knowledge and the satisfaction levels of the participants. Results The workshop consisted of 2 simulated consultations that both started with the same frequent symptom (Raynaud phenomenon, RP) but led to different diagnoses: a frequent condition (idiopathic RP) and an RD (systemic sclerosis, SSc). In the second simulated consultation, the role of the patient was played by a patient educator with SSc. By juxtaposing 2 seemingly similar situations, the training particularly highlighted the elements that help differentiate SSc from idiopathic RP. When answering a clinical case exam about RP and SSc, students that had participated in the workshop had a higher mean mark than those who had not (14 ± 3.7 vs 9.6 ± 5.5 points out of 20, p = 0.001). Participants mostly felt “very satisfied” with this training (94%), and “more comfortable” about managing idiopathic RP and SSc (100%). They considered the workshop “not very stressful” and “very formative” (both 71%). When asked about the strengths of this training, they mentioned the benefits of being put in an immersive situation, allowing a better acquisition of practical skills and a more interactive exchange with teachers, as well as the confrontation with a real patient, leading to a better retention of semiological findings and associating a relational component with this experience. Conclusions Through the use of innovative educational methods, such as role-play simulation and patient educators, and by focusing on teaching “red flags”, our workshop successfully improved RP and SSc learning in a way that satisfied students. By modifying the workshop’s scenarios, its template can readily be applied to other clinical situations, making it an interesting tool to teach other RDs.

Aus kommunikationssoziologischer Sicht ist die in der Alltagspraxis von Individuen und Gruppen situierte Perspektivierungsarbeit eine Voraussetzung für Medienbildungsprozesse. Fan Fiction und transformatives Werkschaffen begünstigen solche Arbeiten, insofern ihre Praxis ein beständiges Oszillieren zwischen Vorlage und Neuschöpfung, verschiedenen medialen Formen, Vergangenheit und Gegenwart sowie diversen Beteiligungsrollen nahelegt. Im Mittelpunkt des Beitrags steht vor diesem Hintergrund ein literarisches Rollenspiel, das eine Gruppe von Fans auf Basis der Science-Fiction-Serie Stargate Atlantis initiiert hat und das im Rahmen einer Studie zu kooperativ verfassten transformativen Fanwerken medienethnografisch begleitet wurde. Exemplarisch werden Medienbildungspotenziale des Rollenspiels auf den Ebenen des Grenz-, Handlungs-, Wissens- und Biografiebezugs herausgearbeitet. Aus der Warte der Spezies der Wraith verfasst, nehmen die Spielerinnen und Spieler eine fundamentale Perspektivumkehrung vor und manövrieren spielend durch Herrschafts- und Machtverhältnisse.

Communication skills is an essential competence for physicians. Good communication skills correlate with higher patient satisfaction and overall patient outcome. Therefore, such training should start as early as in the undergraduate curriculum with experiential methods and more advanced skills to be integrated at different levels. Design of the training program should prepare for the transfer of communication skills into the clinical setting. Supervision from clinician educators could enhance the transfer of communication skills. Faculty development programs could help clinician educators to develop teaching skills needed in teaching communication. Continuous feedback from teachers and reflective practice of the learners are essential for effective learning of communication skills. The design of the teaching should be based on theory such as adult learning theory or experiential learning. Gagne's model provides a template for the systemic design of instructional events, and this article will illustrate an example of teaching communication skills based on the model.

Abstract Education at universities requires a high proportion of self-study supported by instruments which motivate students to deepen their knowledge with case studies and training software. The gain in learning is higher when what is learned is reflected by others in a cooperative process. The Class Peer Review (CPR) requires from students to evaluate each other but lecturers lose a lot of time when applying it during the lecture. Research on CPR shows many different approaches to how this method should be carried out effectively and many of them still demand a high presence of the lecturer. In contrast to most studies, this article reports the results of a CPR conducted outside the classroom and assisted by a web-supported role playing game representing a publisher where a common online class journal is used as an incentive and motivational element. The effectiveness of CPR was examined by means of a quasi-experimental study. It turned out that the experimental group used the training software significantly more frequently in addition to the lecture materials and a meaningful increase in group dynamics was recorded. Also female students were more motivated to continue this type of group work in the future. Final grades were better under CPR conditions, but the effect was statistically weak. Basically, the CPR method seems to be an effective tool to extend problem-based teaching to the self-learning phase if practiced in combinaktion with a role play and fictive Class-Journals as incentive. This provides further potential to e-learning instruments.

Background: Traditionally, learning by and teaching for primary healthcare (PHC) nurses use didactic, teacher-centred approaches. Hence, the feasibility of interactive workshops in non-threatening PHC environments to refresh nurses’ knowledge on patient care needs exploring. Aim: To describe interactive workshops as a learning and teaching method for PHC nurses. Setting: Primary healthcare clinics. Methods: Systematic literature search followed by an exploratory experimental pre or post-test control group design. Random clinic sampling (n = 26) led to clinic inclusion at the control (n = 5) and experimental (n = 5) sites. Nurses (n = 42) were conveniently selected for the control (n = 21) and experimental (n = 21) groups. Experimental participants (n = 21) attended interactive workshops (n = 5) where various strategies were applied, whilst addressing key diabetes messages. Both groups completed a questionnaire aligned to diabetes messages pre- and post-workshop. Additionally, a Likert scale questionnaire was posed to the experimental group post-workshop. Data was analysed statistically and presented as descriptive statistics, frequencies and percentages. Results: Articles reviewed (n = 20) identified types of interactive activities, role players, learning content covered, feasibility and duration of the interactive workshops. Pre or post-testing results of the workshops participants indicate improved knowledge related to peripheral sensation (0.03) and ( 0.01). Results from the questionnaire revealed participants’ satisfaction with the interactive workshops. Conclusion: Interactive workshops as a learning and teaching method could lead to change in knowledge, and participant satisfaction. However, using a combination of interactive workshops and other teaching modalities may enhance learning and teaching further. Contribution: Interactive workshops are a feasible instructional method during refresher courses for healthcare providers.

Background: Many first-year students find the reading of academic texts to be challenging and overwhelming. In particular, first-year students studying sociology at the South African institution where the study was conducted complain of comprehension challenges. This may be due to the presence of numerous theoretical and abstract concepts in sociology texts, which have to be unpacked in order to gain a greater understanding of social phenomena. A high level of reading proficiency is required in the reading of sociology texts; however, some students are poor readers and find it difficult to cope. Objectives: The article reports on a support programme aimed at improving first-year sociology students’ academic reading proficiency. Method: In addition to explicit strategy instruction, which has been used by many researchers to improve reading comprehension, role play was introduced to the reading of sociology texts during tutorials in order to promote deep reading and improve comprehension. Pre-tests and post-tests, together with closed-ended and open-ended questionnaires, were used to determine the efficacy of the intervention. The tests were analysed using t-tests, and the questionnaires were analysed using descriptive statistics for the closed-ended section and content analysis for the open-ended questions. Results: The findings showed that a significant number of students had improved their reading proficiency and reported both cognitive and affective benefits. Conclusion: Recommendations are made in relation to the use of role play in addition to explicit strategy instruction in order to maximise the improvement of students’ academic reading ability.

Eliciting and interpreting students’ ideas are essential skills in teaching, yet pre-service teachers (PSTs) rarely have adequate opportunities to develop these skills. In this study, we examine PSTs’ patterns of discourse and perceived learning through engaging in an interactive digital simulation called Eliciting Learner Knowledge (ELK). ELK is a seven-minute, chat-based virtual role play between a PST playing a “teacher” and a PST playing a “student” where the goal is for the teacher to find out what the student knows about a topic. ELK is designed to be a practice space where pre-service and in-service teachers can learn strategies for effectively eliciting their students’ knowledge. We review the implementation of ELK in eight teacher education courses in math or science methods at six different universities and assess (a) patterns of interaction during ELK and (b) PSTs’ perceptions of ELK and their learning from the simulation. Our findings suggest that PSTs engage in effective practices such as eliciting and probing more often than less effective practices such as evaluating and telling. Results suggest that PSTs gain experience in practicing talk moves and having empathy for students’ perspectives through using ELK.

The nursing academic, who is responsible for setting the playful conditions, creates a safe and permissive learning environment, which in turn facilitates the student’s ability to engage in fun exploratory learning activities. It is hypothesised that the use of a humanistic stance with playful engagement such as, projective small world play, will facilitate optimal teaching conditions in the higher education sector.

Background and Aim of Study: The research deals with the methods of interactive teaching techniques implementation and their effectiveness assessment during professional language training of future pilots. These techniques are not only aimed to improve language proficiency, but ensure professional expertise and its implementation in the future professional activity. The aim of the study: to define professional language proficiency, to determine and describe interactive teaching methods able to facilitate in developing language skills that meet ICAO language proficiency requirements. Material and Methods: The systematic collection and analysis of all subjective and objective information necessary to define and validate defensible curriculum purposes that satisfy the language learning requirements of students within the context of particular institutions that influence the learning and teaching situation are made. Holistic descriptors and language proficiency assessment scale developed by ICAO are studied. Innovative teaching approaches and methods are studied and implemented. Interactive teaching techniques are implemented and the results are assessed during the training course on Aviation English. Results: Recent studies have proved that methods based on interaction considerably increase students’ motivation, willingness to learn, improve and expedite language skills acquisition and facilitate in their successful implementation in real situations. Conclusions: The demands for language proficiency defined by ICAO are not limited by merely knowledge of a set of grammar rules, vocabulary and ways of pronouncing sounds. It is a complex interaction of that knowledge with a number of skills and abilities, which can be developed through interactive teaching methods.

This paper is part of a larger research focused on observations of preschool children in free make-believe play with different objects. This paper presents the outcomes of observations of children’s play with toys that imitate real objects (cups, swords, irons and so on).The dynamics of play activity in different age groups (3, 4, 5 and 6 years) is shown. In the two younger groups, role renaming is extremely rare and is accompanied by play actions, while children do not change their appearance in accordance with the role. From the age of 5, the number of renaming increases sharply: two-thirds of children call themselves some kind of a role name, many dress up, and the vast majority plays a role. At 6 years, there is a slight decline in the number of children with role renaming and a slight increase in the number of children who change their appearance as compared to 5-year-olds.In the environment with toys imitating real objects, the role emerges in response to toys, which significantly differs from how the role appears in the environment with open-ended materials. The paper describes the roles that were employed in the play with toys.

This research focuses on several aims, first whether Communicative Language Teaching (CLT) through Role Play and Task Based Instruction best implemented in English learning process in STIE Madani Balikpapan.Second it aims to prove whether Communicative Language Teaching (CLT) can improve students’ English skill based on TOEFL score. Third, it aims to find out students’ perception about the implementation of Communicative Language Teaching (CLT) in English learning process in STIE Madani Balikpapan.It is a combination of quantitative and qualitative research in which survey, experiment, and interview are done related to the aims of the research. The sample is 37 students from two classes that took English Practice/TOEFL subject in academic year of 2019-2020. The result stated that Communicative Language Teaching (CLT) is best implemented through role play and task based instruction.CLT helps students to better achieve their TOEFL score since there is an increase between the pretest and the post-test. Through the use of Communicative Language Teaching (CLT) approach in class, students feel they have interest more in learning English, do not feel afraid in making mistake again because they know they are still learning, and it helps them better in communication. Communicative Language Teaching (CLT) is a better promising way of learning English since in which students are practicing English as if they are using it in real situation.Further suggestion is that to make use of this approach in classroom activities and encourages students to actively participate in each activities, whether in classroom or outside the classroom.

Questo contributo illustra i risultati di un’indagine esplorativa relativa alle modalità di gestione verbale di situazioni di conflitto da parte di bambini della scuola primaria. L’analisi mira a rilevare come gli allievi monolingui e plurilingui di 7-8 anni gestiscono l’atto di protesta in italiano nell’interazione tra pari. Oltre a descrivere alcuni degli usi pragmatici dei bambini delle classi multilingui coinvolte, l’osservazione sperimentale ha l’obiettivo di offrire indicazioni ai docenti per sviluppare interventi didattici rivolti a questa fascia d’età.

This study aimed to elaborate the implementation of Role-play activities to get students speak more in the class. The subjects of this research were second grade students of SMA Tutwuri Handayani Makassar which consist of 26 students. This research applied qualitative case study, conducted collaboratively to elaborate the implementation of Role-play activities in English class. The focus of the research were the implementation of role-play activities during the class in relation to how those activities were implemented in the class and some important points in teaching in the class. There are six role-play activities conducted in the class during the research. The six role-play activities are shopping role-play, visiting the doctor role-play, making a phone call role-play, dining out role-play, lost and found role-play, and detective role-play. These role-play activities were considered successful to make students practice more speaking since they were very excited in the class and participate well in every activity. They also become more familiar with English instruction and they practiced speaking more. The result of this research is expected to be useful information for school and teachers in designing teaching activities which are useful for students, and for the researchers to improve the ability in writing scientific paper and solving problems related to educational matter which is exist in society and academic world.

The purpose of this study was to determine the honest character improvement taught at an early age at TK Aisiyah 4 in group B children in the city of Pagar Alam. The character education in the school uses the role playing method. The form of research used is Classroom Action Research. Classroom Action Research Method (PTK) used is applying the role playing method which includes several stages, namely planning (planning), action (acting), observation (observing) and reflection (reflecting). Data collection techniques use observation and documentation of student activities. Based on the results of the assessment in the first cycle, it is known that the honest character level of children is at the stage of developing (MB), namely the Achievement Level of Development of 30.27 and then increasing in the second cycle of child development achievement level of 7.54 with criteria developing hope (BSH).

This research compared the effectiveness of two techniques for administering group counseling focused on values clarification: modeling vs. role play. Effectiveness was measured in terms of participants’ empathy at three time points, using a mixed factorial design. Participants were 40 students from a middle school in Mataram, Indonesia, who completed the Questionnaire of Cognitive and Affective Empathy (QCAE). Results of three ways mixed ANOVA showed that the two techniques of administering group counseling focused on values clarification were both effective in increasing participants’ empathy, although modeling appeared to be the most effective approach and is likely to be more efficient. Female students’ empathy was higher than males’, but there was no evidence that one group counseling technique worked better for girls than for boys. The results are discussed in terms of their implications for future studies and intervention.

Introduction: Knowledge and skill of school age children is still lack about first aid of wound. The purpose of this study was to determine the effect of role play methodtowards knowledge and wound first aid skill on student. The aim of experiment is to study the effect of role play method towards knowledge and wound first aid skill on student. Methods: The design used in this study was quasi-experimental quasi-eksperimental pretest-posttest control group design. The samples were gathered using simple random sampling method consisted of 50 students based on the inclusion criteria which were divided into experimental and control groups. The independent variable was health education using role play methods and the dependent variables were knowledge and first aid wound skill. The data were analyzed by using Wilcoxon Signed Rank Test and Mann Whitney U Test with level significance α

The effectiveness of task, formulaic language, and role play in facilitating uninhibited communication of ESL learners is beyond doubt. This quantitative empirical research employed a role play communicative assessment and a writing assessment to assess the efficacy of the combination of task, formulaic language, and role play, as a language learning strategy to teach cognitive academic language in English for Specific Purpose classroom of a university. The language ability acquired through brainstorming and reading sessions equipped the students for the task of describing a two-wheeler. The task which made use of the formulaic language led the engineering students to interact meaningfully and know the content for describing a two-wheeler and write the description in a coherent paragraph. The stimulated usage of academic language in a role play could scaffold the content and language learnt for successful retention for effective Oral Academic Presentation (OAP). Although the results cannot be generalised, students joining higher education in universities in ESL/EFL countries would be immensely benefitted by this kind of teaching method.

This paper is devoted to the research of preschoolers' free play in an open object environment.The results of observations showed different dynamics of play activity in different age groups (3, 4, 5 and 6 years).In the two younger groups, role renaming was observed in a third of the sample, and in the majority of children it was accompanied by certain changes in the appearance and by fragmentary play actions.Beyond 5 years the frequency of renaming increased — two-thirds of children called themselves a role name and almost all played roles.Many children created complex plots with a lot of branching.In the oldest group there was a significant decline in renaming and changing of the appearance (less than half of the children) as compared to the 5-year-olds, and almost complete absence of role play actions.This paper lists the roles that modern preschoolers reproduce in their play.The study shows that the role does not precede the play, but is born in the process of various actions, including exploratory and trialing actions, with objects.The importance of exploratory, manipulative activity for the emergence and development of the role is underlined.An open object environment promotes the development of such activity.

Background & Aims: Patient education is one of the main standards of quality of nursing care. Educational programs play a pivotal role in enhancing the knowledge of nursing students in this regard. The present study aimed to assess the effect of role-play training on the knowledge of nursing students regarding patient education. Materials & Methods: This quasi-experimental study was conducted on 74 nursing students at Iran University of Medical Sciences in Tehran, Iran. The participants were selected via census sampling and randomly divided into the experimental and control groups. Patient education contents were introduced in the control group based on routine university methods, while in the experimental group, the intervention was performed based on role-playing. The knowledge of students regarding patient education was evaluated using a researcher-made knowledge measurement questionnaire in the experimental and control groups. Results: The results indicated that role-play training improved the knowledge of the students regarding patient education. Moreover, the mean score of the knowledge of the students in the experimental group (63.85%) was higher compared to the control group (46.41%), and the difference in this regard was considered statistically significant (P

Nowadays, learner autonomy is considered to be a multidimensional and diversified concept. A number of scientists have found support for the importance of learner autonomy but there is little empirical research on using different strategies for promoting and evaluating students’ autonomy. Accordingly, in order to become better language learners, students should plan, implement, and evaluate their own learning. This study aims at fostering and evaluating students’ autonomy by scaffolding their speaking practices through role plays in an English for Special Purposes (ESP) course. The research suggests that role-play strategies should help students develop their autonomy in acquiring ESP speaking skills. The study argues that developing autonomy is an efficient way to improve students’ performance in ESP speaking skills as it provides them with relevant scaffolding. This article provides theoretical grounding for autonomy. The entry-level and post-study speaking scores (IELTS test) are compared across experimental and control groups. A class-based training course of ESP speaking was offered in an institutional setting to 38 (15 male, 23 female) second-year students at a national research university in Russia. A special questionnaire was developed to assess learner autonomy in ESP speaking, which proved that role play promoted learner autonomy and encouraged students to master ESP speaking skills. The results of the study indicate that students who were developing their speaking skills via role play performed significantly better than their peers in the control group. The level of their English language competence improved. The role plays in the ESP speaking course proved to be a viable and productive teaching strategy for fostering autonomy among students.

The present study aimed to investigate the effect of role playing in storytelling classes on Iranian young EFL learners’ narrative writing. Forty-seven pre-intermediate young EFL learners who were within the age range of 9 and 16 participated in this study. They were members of four intact classes, which consisted of two classes of boys and two classes of girls. One class of boys and one class of girls were randomly assigned to the experimental groups and the other two to control groups. The researchers used the role-playing technique for storytelling classes in the experimental groups and only reading stories aloud for storytelling classes in the control groups. After the treatment, the Multivariate Analysis of Variance (MANOVA) was run to compare the four groups’ improvement on narrative writing. The results signified that the use of role playing in the storytelling classes had a significant impact on the narrative writing of Iranian young EFL learners as compared to the reading stories aloud technique. Furthermore, the findings showed that using role playing in storytelling classes enhanced learners’ understanding of the narrative writing style and patterns of the target language.

This paper reviews the use of games in geographical teaching, including prior to the emergence of computer-based (digital) games. The growing popularity of ‘serious games’ and ‘edutainment’ is addressed, focusing on their perceived advantages in classroom-based teaching. The blurring between digital games for educational purposes and games primarily for entertainment is discussed, reflecting on the popularity of SimCity and the potential of these games for learning about urban planning. This analysis champions games enabling students to play different roles and produce realistic ‘real life’ outcomes. Two examples of non-digital board games, Participology and Geogopoly, illustrate how role play broadens students' understanding of planning and human geography.

John Asumang Imperial College School of Medicine, Imperial College London, London, UKCorrespondence: John AsumangImperial College School of Medicine, Imperial College London, London, UKEmail ja1516@ic.ac.uk View the original paper by Mr Agago and colleagues

Pesatnya perkembangan teknologi yag mencakup banyak bidang membawa banyak pengaruh dalam kehidupan masyarakat, salah satunya yakni peranan wanita. Pada zaman modern ini, banyak wanita yag memiliki profesi ganda atu biasa dikenal dengn sebutan wanita karir. Dan Islampun tidak melarang wanita untvk berkarir atu berkiprah diluar lingkup keluarga, justru Islam memberikan dorongan kepada wanita untvk berkarya dalam bidang yag sesuai dengn kemampuannya dengn catatan sesuai dengn apa yag ada dalam syari’at Islam. Para wanita juga tidak lupa akan tanggung jawab serta tugasnya dalam keluarga. Jika pada saat ini wanita sudah bisa berkiprah di dunia luar maka seharusnya wanita karir juga bisa berperan dalam dunia pendidikan Islam. Tujuan dari peneliIan ini adslah mengetahui maksud dari wanita karir dan menganalisis peranannya pada dunia pendidikan Islam. PeneliIan ini menggunakan metode telaah pustaka, yag sumber datanya didaqat melalui teknik dokumentasi dengn mengumpulkan buku-buku terkait dengn permbahasan wanita karir dan pendidikan Islam. Setelah melalui proses analisis daqat diambil sebuah kesimpulan bajwa peran yag dimiliki wanita karir dalam pendidikan Islam sangat penting karen seorang wanita juga berperan sebagai ibu dalam keluarganya, daqat dikatakan bajwa ibu merupakan sekolah pertama bagi seorang anak. Setiap anak dilahirkan dalam keadaan suci maka sangat penting peran wanita dalam mendidiknya sesuai dengn ajaran dan norma agama yag baik.

The paper compares the role play of preschool children from 3 to 7 years with two different types of play material: play clothes and open-ended materials. The role is understood as a three-part process, including renaming, changing the appearance and playing actions. It is shown that role substitution depends on the object environment: children of the same age play differently in two different object environments. Children 3-5 years demonstrate more integral play in open-ended environment. They call themselves a role-name and their actions and changing the appearance often support it. In comparison children of this age often rename themselves, but rarely realize a new name in play actions in environment with play clothes. Role substitution of children of 6 years are different: children do not play in a open-ended environment, but they realize plots with varying degrees of complexity in play clothes' environment. It could be explained by the structured environment is much safer for this age group. It concluded that open-ended environment is more suitable for play needs of preschool children, because role substitution is accompanied by research, testing activity, which fill the role with emotionally content.

Abstract Background This paper responds to previously published debate in this journal around the use of sociolinguistic methods in communication skills training (CST), which has raised the significant question of how far consultations with simulated patients reflect real clinical encounters. This debate concluded with a suggestion that sociolinguistic methods offer an alternative analytic lens for evaluating CST. We demonstrate here that the utility of sociolinguistic methods in CST is not limited to critique, but also presents an important tool for development and delivery. Methods Following a scoping review of the use of role play and simulated interaction in CST for healthcare professionals, we consider the use of the specific sociolinguistic approach of conversation analysis (CA), which has been applied to the study of health communication in a wide range of settings, as well as to the development of training. Discussion Role play and simulated interaction have been criticised by both clinicians and sociolinguists for a lack of authenticity as compared to real life interactions. However they contain a number of aspects which healthcare professionals report finding particularly useful: the need to think on one’s feet in real time, as in actual interaction with patients; the ability to receive feedback on the simulation; and the ability to watch and reflect on how others approach the same simulation task in real time. Since sociolinguistic approaches can help to identify inauthenticity in role play and simulation, they can also be used to improve authenticity. Analysis of real-life interactions using sociolinguistic methods, and CA in particular, can identify actual interactional practices that are used by particular patient groups. These practices can then be used to inform the training of actors simulating patients. In addition, the emphasis of CA on talk as joint activity means that proper account can be taken of the way in which simulated interaction is co-constructed between simulator and trainee. Summary We suggest that as well as identifying potential weaknesses in current role play and simulation practice, conversation analysis offers the potential to enhance and develop the authenticity of these training methods.

The article deals with the psychological and pedagogical problems of training situational centers (TSC) as a learning environment for group decision-making. TSC have a significant role to play in the process of formation of a new type of managerial personnel, managers for the "digital economy" and "digital state. Emphasizes the importance of workplaces as a Central element for the functioning of TSCs; in this case, the workplace is treated as an element of the educational environment in relation to two related subject areas – social management and education. The script approach at the organization of educational activity in TSC is described; the script of an educational task contains, in particular, characteristics and the description of the principles of work of the corresponding workplaces, and also methods of work of participants of studies (students, teachers, experts, game technicians, producers). The importance of forming a visual information image of the management situation for the collective work of students is emphasized. We consider the models of classes in the TSC (lecture-discussion, case-study, role play), as well as psychological, didactic, technological and organizational factors taken into account in these models. The problem of "Brainstorming" is considered as an example of communicative decision-making technology in the TSC.