Search

This article provides a literature review into the utilisation of role play and reflection, as valuable teaching strategies which should be considered for implementation, within the Police Education Qualification Framework. The aim of this article is to challenge the current pedagogical teaching methods utilised as part of the National Policing Curriculum, by highlighting the benefit of a more experiential-based learning strategy, for Professional Policing Degree students, based within England and Wales. [ABSTRACT FROM AUTHOR]

The discusses a study aimed at evaluating a role-play method using common clinical cases for the teaching of specific, basic communication skills to general practice registrars in England. The study involved eight trainers from the Leicester and Northants, England. The acceptability of the method when used by trainers who had no or little previous experience of one-to-one role play is also evaluated.