Illustration of Different Modalities of Role-Play for Medical Communication Skills at Undergraduate Level

Abstract

Role-play is commonly used as a learning method for teaching communication in medical institutions and there two types of role-play i.e. Round Robin and Relay`s methods. This study among our students and trainers to identify which role-play has better effect on students learning at college of Medicine, King Faisal University, Al Ahsa. All the first year students and trainers were included in the study. Students are divided into different groups and each group contains 9 – 11 students. Different scenarios are provided to the students with each physician and patient role. A pre-structured questionnaire was distributed among students and trainers to compare between the Role-play methods. The questionnaire included 15 statements related to the role-play methods based on Likert scale. Wilcoxon signed-rank test was applied to compare different items for both methods and to obtain p-value. The results showed that 221 students and 25 trainers filled the questionnaire. The Round Robin was found to have more influence on students` perception as compared to that for Relay`s except for item 4 i.e. role-play builds a team work where majority of participants agreed for Relay`s method. Similar results were found while checking perception of trainers. The results of statistical test for comparing both methods suggest that there is a significant difference in Round Robin and Relay`s method for most of the questions P- value < 0.05. We found that both methods of role-play used in communication skills sessions are helpful however, Round robin method has better outcome on learning as compared to Relay`s method

Keywords

• Role-Play,Communication Skill,Consultation Skills

Illustration of Different Modalities of Role-Play for Medical Communication Skills at Undergraduate Level

Öz

Kaynakça

1. Arpaci-Dusseau Books Wisconsin. Barsky, A. E. (2016). Microskills. Oxford University Press.
2. Baile, W. F., Buckman, R., Lenzi, R., Glober, G., Beale, E. A., & Kudelka, A. P. (2000). SPIKES—a six-step protocol for delivering bad news: application to the patient with cancer. The Oncologist, 5(4), 302-311.
3. Cantillon, P., & Sargeant, J. (2008). Giving feedback in clinical settings. Bmj, 337, 1292-1294. doi:10.1136/bmj.a1961
4. Fertleman, C., Gibbs, J., & Eisen, S. (2005). Video improved role play for teaching communication skills. Medical education, 39(11), 1155-1156.
5. Framework, C. P. C. (2016). The Royal College of physicians and surgeons of Canada. Available March, 30.
6. Hübscher-Younger, T., & Narayanan, N. H. (2003, February). Constructive and collaborative learning of algorithms. In ACM SIGCSE, Bulletin, 35(1), 6-10.
7. Joyner, B., & Young, L. (2006). Teaching medical students using role play: twelve tips for successful role plays. Medical teacher, 28(3), 225-229.
8. Khane, R. S., & Joshi, A. A. (2014). A questionnaire based survey from first year MBBS students about teaching learning methods of physiology in private medical college. Indıan Journal of Research, 3(2), 223-225.

9. Kiger, A. (2004). Teaching for health. Elsevier Health Sciences.
10. Littlefield, J. H., Hahn, H. B., & Meyer, A. S. (1999). Evaluation of a role-play learning exercise in an ambulatory clinic setting. Advances in Health Sciences Education, 4(2), 167-173.
11. Mansfield, F. (1991). Supervised role‐play in the teaching of the process of consultation. Medical education, 25(6), 485-490.
12. McGill, I., & Beaty, L. (2001). Action Learning: a guide for professional, management & educational development. Psychology Press.
13. Meyers, C., & Jones, T. B. (1993). Promoting Active Learning. Strategies for the College Classroom. Jossey-Bass Inc., Publishers, 350 Sansome Street, San Francisco, CA 94104.
14. Maier, H. W. (2002). Role playing: Structures and educational objectives. The International Child and Youth Care Network, 36. [accessed June 13, 2006], [http://www.cyc-net.org/cyc-online/cycol-0102- roleplay.html]
15. Nestel, D., & Tierney, T. (2007). Role-play for medical students learning about communication: guidelines for maximising benefits. BMC medical education, 7(1), 3.
16. Nikendei, C., Kraus, B., Schrauth, M., Weyrich, P., Zipfel, S., Herzog, W., & Jünger, J. (2007). Integration of role-playing into technical skills training: a randomized controlled trial. Medical teacher, 29(9-10), 956- 960.
17. Stokoe, E. (2011). Simulated interaction and communication skills training: The ‘Conversation Analytic Roleplay Method’ (pp. 119-139). In C. Antaki (Ed.), Applied conversation analysis: Changing institutional practices. Basingstoke: Palgrave Macmillan.
18. Stevenson, K., & Sander, P. (2002). Medical students are from Mars-business and psychology student are from Venus-University teachers are from Pluto? Medical teacher, 24(1), 27-31.