“Play it truthfully and authentically”: An exploratory study of actors’ perspectives on role-playing psychosis-related scenarios with pharmacy students

Abstract

Background

Simulated patient role-plays enable healthcare students to practice skills in a safe learning environment. However, simulated patient actors’ perspectives and experiences of being involved in this educational method are underrepresented.

Aim

This study explored actors’ perspectives and feedback on the training process, and experiences role-playing psychosis-related scenarios with pharmacy students.

Methods

Ten actors enacted 86 role-plays with final-year pharmacy students. Role-plays were based on co-designed scenarios relating to psychosis, with students assessed on their ability to provide psychosis-related care. Postrole-plays, all actors were invited to participate in focus groups to explore their perspectives and provide feedback. Focus group interviews were audio-recorded, transcribed verbatim, then independently thematically analysed by two authors. Seven actors participated in two focus groups.

Findings

Five themes emerged: “motivations to participate”, “actor preparation and training”, “harnessing and respecting the role”, “value for students”, “suggested enhancements to the actor experience”. Actors felt supported by the academic team to portray a range of psychosis-related experiences.

Conclusion

While data saturation and generalizability were not aims of this preliminary study, actors’ recommendations, such as providing opportunities to rehearse with people with lived experience prior to enactment, for authentic and respectful portrayal, may be important to consider when engaging actors in academic activities.