Analysis of the impact of the role play technique as a tool of active methodology in pharmacology teaching in a medicine undergraduate course

Abstract

The teaching of pharmacology in medicine is seen as difficult and 'heavy' by most students, new teaching techniques arise with the premise of circumventing this difficulty, one of them is through the role-play technique, teaching technique based on the interpretation of roles. Objective: to evaluate the impact of the use of the role-play technique in the teaching of pharmacology in a curricular unit of the medical undergraduate course. Method: descriptive design study with quantitative approach. The target audience of this research was composed of students of a medical undergraduate course. Data collection was performed by applying a semi-structured questionnaire using likert scale, and the Microsoft Excel program was used for data analysis. The research was approved by the Research Ethics Committee of the Institution with the CAAE: 24462619.7.0000.5580. Discussion: In the study, it was observed that the vast majority of respondents agree that the role play activity contributed to learning and that it can contextualize clinical cases that can be found in daily medical life, this demonstrates that the role-play technique is aggregating in future decision-making, since they exercise clinical reasoning based on everyday cases positively impacting on academic education for a significant portion of the interviewees. The results collected in this study confirm that it is possible to innovate the way of addressing pharmacology issues, showing that the role-play technique had a positive impact on teaching, making learning more pleasurable and dynamic, also facilitating the sedimentation of content.