ROLE GAMES IN UNIVERSITY TEACHING AS AN INCLUSIVE METHODOLOGY

Introduction:
In the early stages of education, the game is the basis of all learning strategies, however, as it advances to higher levels, this methodology is gradually abandoned, remaining null in the university stages.
The majority of university teachers think that it is not an adequate methodology for certain contents, but when we present ourselves in the context of the degrees with a high percentage of experimentality, we are presented with an appropriate ground to try to renew the teaching from a new perspective. A novel methodology is the games that can be implemented in two ways: a) As situations of group "play", where each participant plays a role or character in charge of certain actions, for example, in a topic of public health, degree of nursing, a student acts as a sick person with an open wound and another as a health care provider in charge of the cure and b) with the "board game" model.
Following this methodology, a multidisciplinary group from the University of Cordoba is designing role play games combined with Kahoot for different subjects from Physics in Engineering to Public Health in Nursing.
In this communication is presented the methodology and results from the subject of Public Health as a pilot experiment.

Methodology:
This pilot study has been divided into two phases:
First phase:
1. A transversal descriptive study has been carried out in order to determine the incidence of biological accidents and its relationship with preventive knowledge previous to the biological accident.
Second Phase:
2. It has been implemented the combination of role play and Kahoot, as a more effective interventional measure.
The data was saved in an Excel sheet and the posterior statistical analysis was carried out by SPSS vs 22, analyzing frequencies and t-student.

Results:
In the first phase of the study, it was analyzed a sample of 85 students from different coursed (2nd, 3rd and 4th), showing an incidence of biological accidents of 15.6%. Furthermore, it was analyzed the relationship between having a biological accident and knowing the preventive and post-exposure protocols (T-student= -2.35 and p-value=0.035). These results show how the knowledge plays a preventive role in the incidence of biological accidents.
Additionally, it has been carried out experiences combing role play and Kahoot with the students in the subject of Public Health in order to improve their knowledge and ability of following the protocols. This experience has been included as a teaching methodology in order to prevent biological accidents and decrease its incidence.

Conclusions:
It has been developed and implemented a new teaching methodology more inclusive by using a pilot experience. In this experience, it has been included role play, the ICTs and gamification, in which most of the students have voluntary and willing to participate. The results from the pilot experience have demonstrated that this methodology improves the learning process and increases the interest from the students.
Currently, similar methodology and measures are being designing for the subject of Physics.