Nair Bindu T
Department of Paediatrics, Army College of Medical Sciences, New Delhi, India.
J Educ Health Promot. 2019 Jan 29;8:18. doi: 10.4103/jehp.jehp_162_18. eCollection 2019.
Communication skills are essential for medical practice throughout the life of a doctor. Traditional undergraduate medical teaching in pediatrics focuses on teaching students with theoretical and practical knowledge of diseases, their diagnosis, and treatment modalities. This study was done to use role play as a tool to teach basic communication skills to the final-year undergraduate students in pediatrics and to assess perceptions of students and faculty for using role play to teach counseling and communication skills in pediatrics.
It was an observational, questionnaire-based study conducted in the Department of Pediatrics on the final-year medical undergraduates. Two modules for role play on common pediatric topics were designed and role play was conducted. At the end of the session, student and faculty feedback were taken by a prevalidated questionnaire with both close (using the 5-point Likert scale) and open-ended questions. In pre- and post-role play sessions, communication skills assessment scoring was done. Statistical evaluation of the collected data was then carried out using SPSS 22.
A total of 98 final-year students participated in this study. Role play was found to be the most preferred tool (33%) for teaching communication skills to the students. Majority of the students (88.78%) and faculty (91.67%) felt that role play helped in teaching communicating skills. Comparison of pre- and post-role play scores on communication skills showed statistically significant improvement ( < 0.001).
Role play can be used as an effective tool to teach communication skills to undergraduate medical students in pediatrics.
沟通技巧对于医生职业生涯中的医疗实践至关重要。传统的儿科学本科教学侧重于教授学生疾病的理论和实践知识、疾病诊断及治疗方式。本研究旨在将角色扮演作为一种工具，向儿科学专业本科最后一年的学生传授基本沟通技巧，并评估学生和教师对于使用角色扮演来教授儿科学咨询和沟通技巧的看法。
这是一项在儿科学系针对本科最后一年医学生进行的基于问卷调查的观察性研究。设计了两个关于常见儿科主题的角色扮演模块并进行了角色扮演。课程结束时，通过一份经过预验证的问卷收集学生和教师的反馈，问卷既有封闭式问题（采用5分李克特量表），也有开放式问题。在角色扮演前后的环节中，进行沟通技巧评估评分。然后使用SPSS 22对收集到的数据进行统计评估。
共有98名本科最后一年的学生参与了本研究。发现角色扮演是向学生传授沟通技巧最受欢迎的工具（33%）。大多数学生（88.78%）和教师（91.67%）认为角色扮演有助于教授沟通技巧。沟通技巧角色扮演前后分数的比较显示出统计学上的显著改善（<0.001）。
角色扮演可作为向儿科学本科医学生传授沟通技巧的有效工具。
