Krishnan Divya G, Keloth Anukesh Vasu, Ahmad Shafi, Pg Mohandas
Department of Pharmacology, KMCT Medical College, Kerala University of Health Sciences, India.
Department of Surgery, KMCT Medical College, Post Manassery, Kerala University of Health Sciences, Kozhikode, Kerala 673602, India.
J Adv Med Educ Prof. 2023 Jan;11(1):34-41. doi: 10.30476/JAMP.2022.96136.1679.
Inadequate prescription communication skills of the medical graduates lead to poor therapeutic outcome and increased burden on the healthcare system. This gap has to be addressed through effective methods for teaching prescription communication skills to medical students. This study compared the effectiveness of Role play and Small Group Discussion (SGD) in teaching prescription communication skills to students of Phase Two of the Bachelor of Medicine and Bachelor of Surgery (MBBS) course.
This was a prospective interventional study done in the Department of Pharmacology affiliated to the Department of Surgery at a Tertiary Care Centre in North Kerala for a period of 3 months from March 2021 to May 2021. After obtaining ethical clearance and informed consent, students of Phase Two of the MBBS course students (n=60) were selected by convenience sampling and divided into 2 groups by simple randomisation. The groups were taught prescription communication skills by Role play and SGD, respectively. Each group received six independent interventions on different topics. An Objective Structured Clinical Examination (OSCE) was conducted 1 week after each session for both groups. At the end of six sessions, feedback on the sessions was collected through a perception questionnaire. Quantitative data were compared using independent t-test. Ordinal data were expressed as percentages. Statistical analysis was done using online statistical calculators. P<0.05 was considered statistically significant.
Mean OSCE scores for each session was significantly higher in the Role play group than the SGD group. Mean total OSCE score of the Role play group was significantly higher than the SGD group (60.39±6.33, 47.79±4.27, P <0.001).
Role play is more effective than SGD in teaching prescription communication skills to MBBS students. Students have shown more favourable perception towards Role play than SGD for teaching prescription communication skills.
医学毕业生处方沟通技能不足会导致治疗效果不佳，并增加医疗系统的负担。必须通过向医学生传授处方沟通技能的有效方法来弥补这一差距。本研究比较了角色扮演和小组讨论（SGD）在向医学学士和外科学士（MBBS）课程第二阶段的学生传授处方沟通技能方面的有效性。
这是一项前瞻性干预研究，于2021年3月至2021年5月在北喀拉拉邦一家三级护理中心的外科附属药理学系进行，为期3个月。在获得伦理批准和知情同意后，通过便利抽样选择MBBS课程第二阶段的学生（n=60），并通过简单随机化分为2组。分别通过角色扮演和小组讨论向两组教授处方沟通技能。每组接受关于不同主题的六项独立干预。两组在每次课程结束1周后均进行客观结构化临床考试（OSCE）。在六次课程结束时，通过感知问卷收集对课程的反馈。定量数据使用独立t检验进行比较。有序数据以百分比表示。使用在线统计计算器进行统计分析。P<0.05被认为具有统计学意义。
角色扮演组每次课程的平均OSCE分数显著高于小组讨论组。角色扮演组的平均OSCE总分数显著高于小组讨论组（60.39±6.33，47.79±4.27，P<0.001）。
在向MBBS学生传授处方沟通技能方面，角色扮演比小组讨论更有效。学生对角色扮演在传授处方沟通技能方面的看法比小组讨论更积极。
