The Law and Science Trial: a learning experience through role-playing

Abstract

INTRODUCTION: Problem-based learning and roleplay allow students to develop an active role in their learning process and make them implement classroom-acquired theoretical concepts in a practical environment. METHODS: The group of students was divided into 2 groups, the first representing the patient's family and the second the patient's insurance company. Each group defends its interests, the family defends the need for gene therapy and the insurance company defends the limitations that may occur with it. MAIN OBJECTIVE: In this article, we present an educational experience based on roleplaying and problem-based learning developed for a Molecular Biology course in a Faculty of Medicine of a Colombian university, where students are asked to act out specific roles on a simulated trial. RESULTS: As many concepts taught through the course are easily forgotten, the Law & Science Gene Therapy Trial was developed to make learning a more didactical process and, therefore, improve academic results. This experience allows a theoretical-practical integration based on the students’ knowledge of gene therapy, its molecular basis, and clinical implications. CONCLUSION: The trial is a meaningful experience that has been implemented for more than 10 years with Institutional support. Academic results from the experience have been exceptional and students are motivated to develop assertive communication and teamwork capacities.

Keywords

• Collaborative Learning
• Group Processes
• Drama and role playing
• Teaching