23Instructor Note
- This role-playing model can be a bit complicated to explain and implement. We
suggest you read the article by Paladino et al. ( 2011 ) and then do a practice run
in which the counselor and patient discuss an innocuous topic - One of the most common misunderstandings in using this model is the patient
thinking the patient advocate’s comments are meant to shape her or his behavior.
Patient advocate comments are intended to guide the counselor’s behavior. You
may have to remind students about this when initially using this model
A 1.3.3 Additional Guidelines for Processing Role-Plays
Two Important Criteria
- Being sure feedback is balanced (positive and corrective)
- Being sure feedback is precise (focused on specific actions/dialogue)
Instructor Feedback
- Discuss positive and less positive aspects, with attention to the basic skill of the
day, but also all skills covered in the course up to this point. - If necessary, reframe observers’ feedback.
- If you were the counselor, what would you have added/done differently?
Working Conceptualization
- Ask students (except for the patient) for their hypotheses about what is going on
with the patient. - Add you own hypotheses and ideas of additional avenues to explore if there were
more time/further sessions. - Ask patient to read description of hidden feelings, thoughts, and what she/he wanted
from the counselor (see Appendix 2 for patient role-play scenario components).
Appendix 1.4: Addressing Typical Student Concerns About
Role-Plays
Student Concern: “Should I use any real material when I’m the patient?”
Response: There is no definitive answer to this question. Real material has the
benefit of being closer to an actual genetic counseling situation, and you don’t have
Appendix 1.4: Addressing Typical Student Concerns About Role-Plays