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Objective: the scenario will develop for the role-playing games: the blood 
system in the subject of "Propaedeutics childhood diseases." 
Work Tasks: 1) role-playing games will evaluated the effectiveness in the 
formation of professional and personal qualities of the subject "Propaedeutic of 
childhood diseases» at students learning of 3rd year. 2) Recommendations will 
develop for the introduction of role-playing games in teaching students the 
subject “Propaedeutics childhood diseases”.
Important conditions:interest groups; spontaneous behavior; improvisation; 
creation.
Rules of the organization of the game in the learning process: freedom - the 
key feature of the game, the game reproduces the communication and ideals of 
equality; the game is conducted according to strict rules or stops.
Phases of role-playing (psychodrama): 1. Preparatory stage; 2. Action (the 
show for the spectators); 3. Discussion (analysis).
The components of the game include: roles; game actions - the problem 
and its solution; game use items - casts; real emotions between playing 
peoples; spectators.
The advantages of role-playing game by Chester and Fox 1966 y. 1. It 
helps the student to express hidden feelings. 2. It helps the student to discuss 
personal questions and problems. 3. It helps student feel what the feelings of 
others peoples and understand their motivation. 4. It is allows you to practice in 
different types of behavior. 5. General social problems and the dynamics of 
group interaction, both formal and informal are arrived. 6. The academic 
descriptive material is vividly and directly submits for you. 7. Students the 
opportunity to learn with disabilities are gives and emphasizes the importance of 
non-verbal, emotional reactions. 8. It is a motivating and effective, as it 
involves action. 9. Feelings and emotions are taught control. 10. Role-playing 
game centered on the student and addresses their needs and concerns; group can 
control the content and pace. 11. It is eliminating the precipice between learning 
and real life's situations. 12. The installation change. 13. Student and mentor 
give quick feedback.

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The teacher-organizer of role-playing game has to functions: designing, 
estimated, guidance, counseling, referees, emotional and regulatory, policy, 
inventive, play-technical.
Conclusions: students demonstrate the ability to apply the acquired 
knowledge in solving the problem; role-playing game gives additional 
knowledge and identifies not covered in the curriculum questions; students 
develop creativity, thinking outside the box; students will experience different 
classes of positions, finding the arguments and substantiate the views of a