Students as policymakers and policy advocates: Role-playing evidence-based health policies

Background: Role playing has been increasingly utilized as a teaching strategy in the health discipline. However, the utilization of role playing within the field of health policy and systems research, while imperative, remains limited. Thus, this study documented and described a role playing activity and explored students’ experiences within the context of evidence-based health policy. Method: The role playing activity was conducted as part of a course assessment – evidence-based health policy brief at a university in Saudi Arabia. Six graduate level students who were enrolled in the course participated in the activity. Through a mixed method approach, the study collected data from different sources including assessment forms, surveys, written reflections, and observational notes, to explore students experiences with the role playing activity. Data analysis included descriptive statistics for quantitative data and content analysis for qualitative data. Results: Students reported an overall positive experience with the role playing activity. The activity provided them with an experience mimicking real scenarios, while playing roles of policy advocates and policymakers. Additionally, the activity contributed to students’ knowledge acquisition and expansion as well as skills development relevant to policymaking. Conclusion: The study’s findings contribute to the current literature on the utilization of simulation within the health discipline, with valuable contribution to the field of health policy and systems research. Implications of the study require attention from respective policymakers, practitioners, and academicians.