21-13
LEARNING RECORD KEEPING THROUGH ROLE PLAYS
To sit down with a group of students and tell them how to fill out record sheets
can be boring for everyone. This is because such a lesson does not immediately
relate to real problems or real life. Students are likely to pay little attention and to
end up using the record forms incorrectly, carelessly, or not at all.
It is far more interesting for health workers to learn to fill in records while actually
attending a sick person, weighing a baby, or checking the health of a pregnant
woman. But in fairness to everyone, some classroom preparation should be done in
advance.
To make the classroom learning more realistic,
whenever possible try to base it on situations
that students have just experienced in the clinic
or community. These may be emergencies,
consultations, or health problems seen in
prenatal check-ups or under-fives clinics.
Students can report what they have seen to
the rest of the group, perhaps in a role play. At
A role play about an injured person
the same time, the rest of the class practices
recording the information on the suitable form.
who was carried in on this stretcher
the day before. (Mexico)
This way, everyone learns from the experience of a few students. Even those who
were actually involved benefit from the suggestions and criticism of the group.
Example: Using the record form for prenatal care
Some student health workers in Mexico saw a pregnant woman at one of her
regular prenatal check-ups. Her main complaint was swollen feet. Otherwise she
felt fine. This is what was written on her RECORD OF PRENATAL CARE:
The students made a copy of the record form, leaving the line for the 7th
month blank. The next day they organized the following role play for their fellow
students. (See next page.)