Institute of Biochemistry and Molecular Biolog, Ulm University, Ulm, Germany.
Office of the Dean of Studies, Medical Faculty, Ulm University, Ulm, Germany.
BMJ Open. 2022 May 26;12(5):e050823. doi: 10.1136/bmjopen-2021-050823.
In medical education, biochemistry topics are usually knowledge based, and students often are unaware of their clinical relevance. To improve students' awareness of the relevance, we integrated communication skills training into biochemistry education. No studies before have examined the difference between peer and standardised patient (SP) role plays where students explain the biochemical background of a disease in patient-centred language. Therefore, we evaluated whether students' self-perceived competency in Canadian Medical Education Directives for Specialists (CanMEDS) roles and their opinion of the quality of role play differ if the layperson is played by peers or SPs.
We randomly assigned medical students in a preclinical semester to one of the two groups. The groups used predefined scripts to role play a physician-parent consultation with either a peer (peer group) or an SP (SP group) in the parent role. Students then assessed the activity's effects on their competency in CanMEDS roles and motivation and the relevance of the role play. To determine whether students achieved biochemistry learning goals, we evaluated results of a biochemistry exam.
Students' self-perceived competency improved in both groups. The SP group rated their competency in the roles 'Scholar' and 'Professional' significantly higher than the peer group did. The peer group rated their competency in the role of 'Medical Expert' significantly higher if they played the role of the parent rather than physician or observer. The SP group agreed more that they were motivated by the role play and wanted to receive more role play-based teaching. The SP group perceived the role play as being realistic and rated the feedback discussion as more beneficial. The examination results were the same in both groups.
We showed that role plays in a biochemistry seminar improve students' self-perceived competency. The use of SPs has some advantages, such as being more realistic.
在医学教育中，生物化学主题通常是基于知识的，学生通常不知道其与临床的相关性。为了提高学生对相关性的认识，我们将沟通技巧培训纳入生物化学教育。以前没有研究过学生以患者为中心的语言解释疾病生化背景的同伴和标准化患者（SP）角色扮演之间的差异。因此，我们评估了如果由同伴或 SP 扮演非专业人士，学生对加拿大医学教育专家指令（CanMEDS）角色的自我感知能力和对角色扮演质量的看法是否会有所不同。
我们在一个临床前学期将医学生随机分配到两个小组之一。这两个小组使用预设脚本与扮演父母角色的同伴（同伴组）或 SP（SP 组）进行医生-父母咨询角色扮演。然后，学生评估该活动对他们在 CanMEDS 角色中的能力、动机和角色扮演相关性的影响。为了确定学生是否达到了生物化学学习目标，我们评估了生物化学考试的结果。
两个小组的学生自我感知能力都有所提高。SP 组在“学者”和“专业人员”角色方面的自我评估能力明显高于同伴组。如果同伴组扮演父母而不是医生或观察者，他们对“医学专家”角色的自我评估能力会更高。SP 组更同意角色扮演激发了他们的积极性，希望接受更多基于角色扮演的教学。SP 组认为角色扮演更具现实性，并认为反馈讨论更有益。两个小组的考试成绩相同。
我们表明，生物化学研讨会上的角色扮演可以提高学生的自我感知能力。使用 SP 有一些优势，例如更具现实性。
