Guide to Diagnostic Role Play

This manual was prepared to guide a pilot test, in April 2002 in Mangochi District, Malawi, of a research method called Diagnostic Role Play (DRP). The manual is now offered for the use of programme planners and researchers in general.

Diagnostic Role Play is a new qualitative research method to help programmes learn more about important current behaviour and develop effective strategies that promote and support alternative behaviour that should result in improved health.

This publication discusses the following:

• what is diagnostic role play?;
• why use DRP in formative research?;
• how to organise diagnostic role plays;
• how to stage a diagnostic role play.
• Staff roles and responsibilities (of the facilitator, note-taker, and programme manager)

The paper concludes with the general conclusions and recommendations based on the Malawi experience. It suggests that DRP is best applicable in the following circumstances:

• “It is best to use DRP relatively early in the formative research process—after in-depth interviews reveal enough about the issues to plan interesting drama scenarios. It is possible that, if used at this point in the learning process, DRP may reduce the number of additional in-depth interviews or focus group discussions needed.
• It is used late in the process (as was done in Malawi), DRP may yield interesting expressions, and possibly ideas for solutions to participant-identified problems that can inform subsequent research steps.
• DRP is probably best for learning about rare situations that cannot be easily observed, such as what happens when there is an obstetrical emergency or when a child suddenly develops paralysis. It may also be useful for sensitive situations that are not easily discussed, such as what happens when a girl and boy start to date.
• Players in the DRP came up with innovative solutions when given clear instructions and direction. In contrast, participants of in-depth interviews and group discussions did not discuss realistic solutions. Acting out an idea seemed to help participants think concretely about the steps.”