Drama use in simulation-based trainings for health professions: a scoping review

This scoping review aimed to map the current literature on how drama methods are used in simulation-based training (SBT) across health professions education. Drama-based methods are increasingly recognised as valuable tools in health professions education, particularly for fostering affective, interpersonal and ethical competencies. When integrated into SBT, these methods may enhance learner engagement and humanistic skill development. However, the extent and nature of their use within SBT remain unclear. The review followed Arksey and O'Malley's methodological framework and adhered to Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews reporting guidelines. A comprehensive search was conducted in PubMed using keywords related to 'drama', 'role play', 'simulation' and 'health professions education'. Inclusion criteria focused on empirical studies involving undergraduate health professions learners, SBT and identifiable drama techniques. Ten studies met the criteria and were analysed. Three main drama approaches were identified: structured role-play, improvisational techniques and forum theatre. These approaches were primarily applied in low-fidelity to mid-fidelity simulations targeting skills such as empathy, communication, ethical reasoning and professional identity formation. Across studies, terminology was inconsistent, theoretical underpinnings were rarely articulated and outcome evaluations relied mainly on subjective measures. Disciplinary diversity was also limited. Although references to drama are common in the literature, true pedagogical integration of drama into simulation-based education remains limited. More theory-informed, rigorously evaluated and inclusive research is needed to explore the full potential of drama methods in enriching SBT and promoting humanistic learning outcomes.